Mathematics Grade-10 Workbook

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J Aird, H Barno, R Karam, M Koli, M Pike,

J Scheiber, S Tebeila, H Wilson
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ISBN: 978 0 7962 3728 6

Grade 10
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Classroom Grade
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Practice Book 10
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Contents
Term 1
Chapter 1 Algebra 1
Chapter 2 Exponents 6
Chapter 3 Numbers 9
Chapter 4 Equations 13
Term 2
Chapter 5 Trigonometry 17
Chapter 6 Cumulative revision 21
Chapter 7 Functions 1 22
Chapter 8 Functions 2 36
Chapter 9 Geometry 39
Term 3
Chapter 11 Analytical geometry 46
Chapter 12 Financial Mathematics 53
Chapter 13 Statistics 57
Chapter 14 Euclidean geometry 62
Chapter 15 Trigonometry66
Term 4
Chapter 16 Volume and surface area 68
Chapter 17 Probability 72
Answers76

Algebra
1
Numbers
zz You already know

z the Natural Numbers, ℕ 5 {1; 2; 3; 4; …}
z the Whole Numbers or counting numbers, ℕ0 5 {0; 1; 2; 3; 4; …}
z the Integers, ℤ 5 {… 23; 22; 21; 0; 1; 2; 3; …}.
Rational Numbers
{a
zz The Rational Numbers are defined as ℚ 5 x : x 5 } with a; b ∈ ℤ, b ≠ 0 .
b }
z division by zero is undefined
z rational numbers include Integers, fractions, terminating decimal fractions,
recurring decimals, for example:
213; }87; 0,75; 2,333̇; 2Ï64 ; 2Ï64 ;
} 3}
Irrational Numbers
The Irrational Numbers, ℚ9, cannot be written in the form x 5 }ab with a; b ∈ ℤ,
b≠0
} }
Examples are Ï2 , Ï5 , π, all non-terminating, non-recurring decimals.
Real Numbers
zzThe Real Numbers, ℝ 5 ℚ ∪ ℚ9, that is all the Rational Numbers plus the
Irrational Numbers.
}
z Square roots of negative numbers, like Ï 24 , do not belong to the Real
Numbers.
Example Example Example

Round off 0,854 to two The expression The square root
Ï x 2 1 is an element of ℝ,
}
decimals. x
x 2 4 is not defined
}
Solution but only if x ≥ 1.
for x 5 4, as division by zero
0,854 ≈ 0,85 is undefined.
Example Example
}
Is Ï196 an Irrational number? Write 147 as a product of its prime number.
Solution Solution
No it is not an Irrational number as 147 5 7 3 7 3 3
}
Ï 196 5 14
Chapter 1 Algebra Term 1 1

Algebra
Multiplication of algebraic expressions
The product of two binomials The product of two identical binomials

Example Example
Simplify Simplify
(x 2 3)(x 1 5) (x 1 3)2
Solution Solution
x2 2 3x 1 5x 2 15 (x 1 3)(x 1 3)
5 x2 1 2x 2 15 5 x2 1 6x 1 9
The product of a binomial and a

trinomial
Example Example
Simplify Simplify
(y 2 2)(y2 1 4y 2 6) (x 2 3)(x2 1 3x 1 9)
Solution Solution
y3 1 4y2 2 6y 2 2y2 2 8y 1 12 x3 1 3x2 1 9x 2 3x2 2 9x 2 27
5 y3 1 2y2 2 14y 1 12 5 x3 2 27
Factorisation
Common factor Difference of two squares Trinomials

a2 2 b2 5 (a 2 b)(a 1 b)
Factorise Factorise Factorise
6x2 2 10xy 9a 2
2 }14 x2 2 3x 2 10
Solution Solution
Solution
2x(3x 2 5y) (x 2 5)(x 1 2)
1 3a 2 }12 21 3a 1 }12 2
Factorising by grouping in pairs

Example Example
Factorise Factorise
5a 2 15 1 ab 2 3b (x 2 y)2 2 x 1 y
Solution Solution
5(a 2 3) 1 b(a 2 3) (x 2 y)2 2 (x 2 y)
5 (a 2 3)(5 1 b) 5 (x 2 y)(x 2 y 2 1)
2 Classroom Mathematics Grade 10 Practice Book

Algebraic fractions
Multiplication and division Addition and subtraction

Example Example
Simplify Simplify
x2 2 x x 2 3 1 1
  6  } 9 3 } 3
}  2x1 }
}  6x2 } x
Solution Solution
x(x – 1) 9 2 9 1 6
 } 6 3}   x 3 } 3  6x1 }
}  6x2 }
 6x
4
5x21  6x
5}
2
 3x
5}
Order of operations
BEDMAS-rule: brackets, exponents, divide and multiply, add and subtract.
Example Example
Simplify Simplify
1 1 5 1 1 5
1
}
 2x1 }
 3x  2
 } 6  2x1 }
}  3x } 6
Solution Solution
312 6 1 1 6
1 }
  6x   23 } 5  2x1 }
}  3x3 } 5
5 6 1 2
 6x3 } 5
5}  2x1 }
5}  5x
514
5 } 1x   10x
5}
9
 10x
5}
Note the difference between the answers.
Simplification of fractions by factorising
Factorise the numerator and the denominator where possible, and simplify.

Simplify Simplify Simplify
27xy 2 21y a 2 2a 1 1
2
a2 – b2
}
7y  }
2a 2 2  (a + b)2
}
Solution Solution Solution

27y(x 1 3) (a 2 1)(a 2 1) (a 2 b)(a 1 b)
}
7y  } 2(a 2 1)  }
(a 1 b)(a 1 b)
5 2(x 1 3) a21
  2
5} a2b
 a 1 b
5}

Numbers
Exercise 1.1
1. Round off the numbers to two decimal places.

a) 0,1455
b) 11,9046
c) 7,3999
2. For which values of x are the expressions not defined in ℝ?
}
a) Ï x 2 7 
5
b)  }
x 2 10
3. State whether the numbers are rational or irrational.
a) π
b) 0,3666̇
3}
c) Ï 15 
}
d) 2Ï 16 
1
e)  }8
3}
f) Ï –27 
Exercise 1.2
1. Expand and simplify by collecting like terms.

a) (x 1 1)(x 1 2) b) (x 2 1)(x 2 2)
c) (x 2 2)(x 1 12) d) (2 1 y)(5 2 y)
e) (2y 1 1)(y 2 4) f) (3m 2 2)(m 2 4)
1 1 1 1
g) 1 x 2  }2  21 x 1 2
 }2  h) 1 x 1  }3  21 x 2  }3  2
i) (x 2 7)2 j) 2(x 2 5)2
2. What is the cost of buying (x 1 7) chocolates at a price of R(5x 2 4) each?
Give your answer in expanded form.
3. Expand and simplify the expressions.
a) (y 1 2)(y2 2 2y 2 1)
b) (x 2 1)(x2 2 x 2 1)
c) (a 2 1)(a2 1 a 1 1)
d) (x 2 y)(x2 1 xy 1 y2)
e) 2(2x 2 1)(x2 2 2x 2 1)

Factorisation
Exercise 1.3
1. Factorise the algebraic expressions by finding the common factor.

a) y2 1 8y b) abc 2 ac
c) 3a2 2 12a d) xy 1 y 2 yz
e) 24b 2 20 f) 5a2b3 2 15a2b 1 ab
g) (x 2 1) 2 y (x 2 1) h) k(m 2 n) 2 3 (n 2 m)
2. Factorise the expressions consisting of the difference of two squares.

Test the answers by multiplying.
a) x2 2 y2 b) 9x2 2 y2
c) m2 2 4n2 d) 16a2 2 25b2
e) x4 2 y4 f) (x 2 y)2 2 (a 2 b)2
h) 1 a2 2  }4  2
1
g) 100 2 m2n2
3. With what expression can (x 2 12) be multiplied to obtain an answer of (x2 2 144)?
4. Factorise the trinomials and test the answers by multiplying.

a) x2 1 2x 1 1 b) x2 2 2x 1 1
c) y2 1 y 2 12 d) y2 1 4y 2 12
e) y2 2 y 2 12 f) y2 2 11y 2 12
g) y2 2 4y 2 12 h) y2 1 11y 2 12
i) y2 1 13y 1 12 j) y2 1 8y 1 12
k) y2 2 8y 1 12 l) y2 2 13y 1 12
m) y2 2 7y 1 12 n) y2 1 7y 1 12
o) a2 2 14a 1 45 p) a2 1 18a 1 45
q) 4m2 1 4m 1 1 r) 4m2 1 5m 1 1
5. Factorise the expressions by grouping pairs of terms.

a) x 1 y 1 a(x 1 y) b) m 2 n 1 mk 2 nk
c) px 2 py 1 qx 2 qy d) ax 2 bx 2 ay 1 by
e) 6x 1 2y 1 3xm 1 ym f) 3ab 2 6b 1 2 2 a
6. Simplify.
5 3
x2 2 1 2  (x 2 1)2 for x ≠  1
 } }

Exponents
2
Exponents
Laws Definitions
For a  0 and b  0 and mn  R For n  N
am 3 an 5 am 1 n an 5 a 3 a 3 a… to n factors.
am  an 5 am 2 n a° 5 1 for a ≠ 0 (Note: 00 is undefined)
1
(ab)n 5 anbn an for a ≠ 0
a 2n 5 }
a a n
1 }b 2n 5 }
b n
(am)n 5 amn
Example Example
Simplify 6x 3 3x 3 4
Simplify and write with positive exponents
3xy 3x3
Solution 2y2  4y
} }
6x3 3 3x4
Solution
5 6 3 3 3 x3 1 4 3xy 3x3
2y2  4y
} }
5 18x7
3xy 4y
5}
2y2 3 3x3
}
12xy2
2
5}
6x3y2 5 x2
}
Example Example
3
Simplify 321 1 222 Simplify 9}2
Solution Solution
3 21
1222
5 }13 1 }
1
22 3 3
9}2 5 (32)}2
5 }13 1 }14 5 33
4 3 5 27
5}
12 1 }
12
7
5}
12
Example Example
1
Simplify (a0 1 b0)3 Simplify (8x6)}3
Solution Solution
(1 + 1)3 1 1
(8x6)}3 5 (23x6)}3
5 23
58 5 2x2
6 Classroom Mathematics Practise Book Grade 10

Example Example
3}
(5xy) 3 (x y)
2 2 3
Ï x30y48 
Simplify  }
30 3 5(xy2)2 Simplify }   }
Ï64x30y32 
Solution Solution
_____
3
(5xy)2 3 (x2y)3 √ x30y48 
 }
30 3 5(xy2)2  } }
Ï 64x30y32 
25x2y2 3 x6y3 x10y16
  1 3 5x2y4
5}  8x15y16
5}
5 5x2 1 6 2 2y2 1 3 2 4 1
 8x5
5}
5 5x2y
Exercise 2.1
Simplify and write with positive exponents.

1. a) 5xy 3 3x2y4
b) 8a6b 4 4a2b3
(3xy)2 3 (x4y2)3
c)   }
70 3 3(y2)2
d) 5mn2 4 (5mn)2
5a2b 3 3(ab)2
e)   }
5ab
(xyz2)3(xy)0
f)   x(yz)2
}
g) 321 1 322
(ab)6
h) }
 a3b3(ab)3
i) (x 2 y)22 3 (x 2 y)2
____ 3
___
3
j) √ 28  4 √ 821 
}
k) Ï k  2 k }121 k0
23
l) 4 }2
m) x }121 x }122 2Ï}

x 
21 }
n) 2 }23 20 3 Ï 2 
Chapter 2 Exponents Term 1 7

Example Example
32n 2 1 3 63n 2x 2 1 1 2x
  9n 1 1
Simplify } Simplify by factorising: }
  2x 2 1
Solution Solution
32n 2 1 3 63n 2 12
x21 x
 }
9n 1 1
  2x 2 1
}
32n 2 1 3 (2 3 3)3n 2x(221 1 1)
   
5 }} 32(n 1 1)
  2x.221
5}
1
 } 1 1
5 32n 2 1 1 3n 2 2n 2 2 3 23n 2
  1
5}
 }2
5 323 3 23n
5 } 32 3 } 21
2 3n
  27
5}
53
Example Example
Simplify Solve for x
3x 1 2 1 3x 1
 }
3x 2 1  }
2x5 128
Solution Solution
3x(32 1 1) 22x 5 27
 } 3x(321)
10 2x 5 7
  1
5}
} 3
x 5 27
5 30
Exercise 2.2
1. Simplify.
8n.9n
a) }
 23n.3n
104n 3 4n
b) }
 2n.22n.252n
15m 3 31 2 m
c)   m 3 _____
}
5 3 √ 227 
d) (a0 1 b0 1 c0)3
2. Simplify by factorising.
3x 2 3x 2 1
a) }
 3x 1 3x 1 2
3.2k 2 4.2k 1 2
b) }
  2k 1 2k 1 1

Numbers
3
Types of patterns
zz Patterns can be represented

z numerically – as a set of ordered numbers
z diagrammatically – as an ordered set of diagrams or pictures
z by means of a table
z algebraically
Example
Expand the number pattern with three more terms:
2; 6; 10; 14; … ; … ; …
Solution
18; 22; 26
Note
• The difference between any two consecutive terms is 4.
• We call this constant the common difference of the sequence.
• The sequence is an arithmetic sequence.
Example
a) Draw the next three diagrams in the pattern.
Pattern 1 Pattern 2 Pattern 3

b) Count the matches and write the number of matches used for each of the six patterns in
the table:
Pattern P1 P2 P3 P4 P5 P6
Number of matches 3 5 7 … … …
Solution
a)
Pattern 4 Pattern 5 Pattern 6

b) Pattern P1 P2 P3 P4 P5 P6
Number of matches 3 5 7 9 11 13
Chapter 3 Numbers Term 1 9

Example
Write an algebraic equation for the nth term (Tn) of the sequence of numbers 3; 5; 7; 9….
Solution
• The expression for the nth term is a linear expression, since there is a common difference
between the terms.
• Two sets of values can be used to determine the linear equation
Tn 5 an 1 b.
Method 1 Method 2
a) Tn 5 2n 1 b 3 5 a(1) 1 b
7 5 2(3) 1 band 5 5 a(2) 1 b
b51
 Tn 5 2n 1 1
zz Not all number sequences have a common difference.
Example
a) Write the next two terms in the number pattern:
1; 8; 27; 64; …; …
b) Give a formula for the nth term.
Solution
a) 125; 216
b) Tn 5 n3
Example
3n 11 1
Write the first three terms of the sequence Tn 5 }
Solution
1 1
T1 5 }
 3(1) 1 1 5 } 4
1 1
T2 5 }
 3(2) 1 1 5 } 7
1 1
T3 5 }
 3(3) 1 1 5 }
 10
1 1 1
The sequence is } 4; } 7; }
 10; …

Exercise 3.1
1. Consider the number patterns:

Pattern A: 3; 5; 7; … …
Pattern B: 5; 10; 15; … …
a) Write the next three numbers in each pattern.
b) Predict in which of the patterns the number 50 will appear.
2. Write the next six numbers in the sequences:
a) 1; 3; 4; 7;…
b) 4; 5; 9; 14…
3. Write the next three terms of the number patterns:
a) 1; 3; 5 b) –8; –5; –2 c) 2; 4; 6
1 1
d) 1,1; 2,2; 3,3 e) 1; } 3; } 9 f) 1; 3; 6; 10
g) 2; 4; 8; 16 h) 1; 4; 9; 16 i) 0; –3; –6
j) –2; 3; 7; 10 k) } 12; 1 }12; 2 }12 l) 5,5x; 5,0x; 4,5x
m) x – 3; x – 1; x 1 1 n) –4; –8; –12
4. Write the preceding three terms of the sequences:
a) …; 3; 5; 7 b) …; –2; 0; 2
c) …; 5; 10; 15 d) …; –5; 0; 5
e) …; 1,25; 2,5; 3,75 f) …; 11x; 9x; 7x
g) …; x – 2; x; x 1 2
5. Write the first three terms of the sequence Tn 5 5 2 3n.
6. Philip works for Wonderdrug, the chemist. He uses a counter in the shape of an
equilateral triangle to count the pills. The following diagrams show a pill counter
with different numbers of rows filled.
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
a) How many pills will be in the 5th row?

b) F
ind a formula to determine the number of pills in the top row of the nth
diagram.
c) se the formula in b) to determine the number of pills in the top row of the
U
8th diagram.
Chapter 3 Numbers Term 1 11

7. The patterns are made using toothpicks:
1 2 3
5 9 ?
a) Complete this table using the diagrams.
Pattern number (x) 1 2 3 4 5 6
Number of sticks needed (y) 5 9
b) F
rom the table, write down the relationship between the pattern number (x)
and the number of sticks (y).
8. The diagram shows the first three pictures in a pattern.
4 8 12
a) Find the number of dots in the fourth picture.
b) Find the number of dots in the fifth picture.
9. A pattern of tins is as shown.
Pattern 1 Pattern 2 Pattern 3 Pattern 4
a) Determine the number of tins in the bottom row of the tenth pattern.
b) Determine the total number of tins in the sixth pattern.
10. The first two numbers of the Fibonacci sequence are 1 and 1.
After the first two numbers of the Fibonacci sequence, each next number is
obtained by adding the two previous numbers.
For example, 1; 1; 2; 3; … …
Write the first ten numbers in the Fibonacci sequence.

Equations
4
Linear equations
Linear equations have only one solution or, sometimes, no solution.
Example Example
Solve for x: Solve:
4x 2 5 5 2x 1 7 9
} 5} 7
2 }21 and x ≠ 0
4x 3x
Solution Solution
4x 2 5 5 2x 1 7 9 7
}
4x
5}
3x
2 }21
4x 2 2x 5 7 1 5
27 5 28 2 24x
2x 5 12
24x 5 28 2 27
x56
24x 5 1
1
x5} 24
Note Note
Test the answer in both sides separately. Providing x ≠ 0, we can multiply by the
LCM, 12x.
Quadratic equations
Quadratic means the power of the unknown in the equation is 2.

If ab 5 0, either a 5 0 or b 5 0 or both a and b are 0.

Solve for x: Solve for y: Solve for k:
2
x2 2 16 5 0 y2 5 4y 1 12 }1k 2 }
k2
5 23 and k ≠ 0
x2 2 16 5 0 y2 5 4y 1 12 2
}1k 2 } 5 23
k2
(x 2 4)(x 1 4) 5 0 y2 2 4y 2 12 5 0
k 2 2 1 3k2 5 0
 x 5 4 or x 5 24 (y 2 6)(y 1 2) 5 0
3k2 1 k 2 2 5 0
Or: y 5 6 or y 5 22
(3k 2 2)(k 1 1) 5 0
x2 5 16
3k 2 2 5 0 or k 1 1 5 0
x 5 4
k 5 }23 or k 5 21
Note the two answers.
Chapter 4 Equations Term 1 13

Exponential equations
Exponential equations have the unknown in the exponent.

Solve for x: Solve for x: Solve for y:
32x 5 8121 125x 1 1 5 } 15 3.2y 2 1 1 4 5 52
32x 5 324 53x 1 3 5 521 3.2y 2 1 5 48
2x 5 24 3x 1 3 5 21 2y 2 1 5 16
x 5 22 3x 5 24 2y 2 1 5 24
y2154
x 5 2}
4
3
y55
Simultaneous linear equations in two variables
Example
Solve for x and y:
x2y51
3y 1 4x 5 25
Solution
x2y51… i
3y 1 4x 5 25 … ii
Substitute x 5 y 1 1 in ii
3y 1 4(y 1 1) 5 25
3y 1 4y 1 4 5 25
7y 5 21
y53
Substitute y 5 3 in i
x2351
x54
Solution: x 5 4 and y 5 3
Note: These two values satisfy both equations simultaneously.
Linear inequalities
When multiplying or dividing both sides by a negative number, the direction of the
inequality sign must be reversed.
Example Example
Solve and illustrate the solution graphically. Solve and illustrate the solution graphically.
3 2 2x > 5x 1 17 29 ≤ 4x 2 1 < 3
Solution Solution
22x 2 5x > 17 2 3 –2 –28 ≤ 4x < 41
2 –2 –2 1
27x > 14 22 ≤ x < 1
x < 22

Exercise 4.1
1. Solve the linear equations.

• Always test your answers.
a) x 2 9 5 2 b) 2x 2 18 5 4
c) 32y551y d) 6 1 x 5 9 2 2x
e) y 5 2y 2 15 2 4y f) 7 2 6x 5 x 1 5x 1 31
g) 5(x 1 1) 5 3(x 2 2) h) 4(y 2 6)2 3(y 1 1) 5 0
2. Solve for the unknown.

• Assume all denominators are non-zero.
• We are working with equations and, therefore, we can multiply by the LCM.
y y
a) } 3x1  }2x 5 10 b) } 5 2  }2 5 3
1  }1x5 }1
2
c) 2
 }
2x
2
d)  }
3y
5  }29 2 }1
y
e) 3 2  }3y 1  }
2
2y
5 1 f) } 2
 3x 1
2  }
4x
1
1  }
2x
5 1
(2x 2 7) (2 2 4x) (3y 2 2) (y 1 1)

g)   }
5
5   }
2
h)   }
4
2   }
2
50
(x 2 2) (x 2 3) (x 1 4) 2p 2 1 2
i)   }
2
1   }
3
1   }
6
5 1 j)   }
p 2 1 1  }
3p
5 0
3. Solve the quadratic equations.

a) x2 2 25 5 0 b) y2 5 36
c) (x 2 3)(x 1 2) 5 0 d) x(x 2 5) 5 0
e) y2 2 10y 5 0 f) y 2 y2 5 0
g) (y 1 3)(y 2 4) 5 8 h) (m 2 3)(m 1 6) 5 28
i) (x 2 a)(x 1 b) 5 0 j) 2x2 1 18 5 3x
k) 9x2 1 3x 2 2 50 l) x2 2  }14 5 0
4. Solve the exponential equations.

a) 2x 5 32 b) 3x 5 27
c) 2x 2 64 5 0 d) 5y 5 625
1
e) 5.5y 5 625 f) 2x 2 1 5  }
16

g) 10x 5 0,0001 h) 4x 5 1
i) 2x2 1 1 5 22x j) 22x 5 23x28
x
k) 1 } 13  2 5 27 l) 8.22x 2 1 2 32 5 0
Chapter 4 Equations Term 1 15

5. Solve the simultaneous linear equations.
a) x 1 y 5 9 b) y 5 2x 1 1
x2y51 y5x11
c) a 1 2b 5 8 d) x 1 y 5 23
a2b52 4x 1 3y 5 28
e) a 5 b 2 1 f) 3x 1 y 5 7
a 5 2b 1 3 x 1 2y 5 4
6. Solve the inequalities.
a) x 2 3  0
b) x 1 9  0
c) 2x 2 4  0
d) 25x  25
e) (x 2 2) 2 3x  6
f) x 2 } 32x 2 5  0
7. Solve for x and illustrate your answer graphically.

3  x 2 4  12
8. Solve the linear equations.
zz Always test your answers.
a) 5(x 1 1) 5 3(x 2 2)
b) 4(y 2 6) 2 3(y 1 1) 5 0
9. The sum of two consecutive numbers is 75.
Find the two numbers.
10. The area of a rectangle is 12 square units.
The perimeter of the rectangle is 14 units.
Find the dimensions of the rectangle.
Area 5 12 square units
11. The sum of two positive numbers is 15.

The product of the numbers is 56.
Find the numbers.

Trigonometry
5
Introduction to trigonometry
The three primary trigonometric functions are sine, cosine and tangent.
The distance from the origin (0) to P is the length of the radius and is also referred to
as the terminal arm. The definitions of these three trig functions are given:
On a Cartesian Plane: In a right-angled triangle we use these
y ratios:
sin  5 }r y
opposite
o
P(x; y) sin  5 hypotenuse
} 5 }h
cos  5 }xr
y
r
y θ x adjacent
a h
o
tan  5 }x x 0 cos  5 hypotenuse
} 5 }h
opposite θ
tan  5 }
adjacent
5 }ao a
Quadrants
The four quadrants on a Cartesian Plane are labelled from 0° to 360° in an

anti-clockwise direction as follows:
90˚
Quadrant II Quadrant I
0˚
180˚
360˚
Quadrant III Quadrant IV
270˚
Trigonometry using a calculator
The radius (or length of the terminal arm) is always positive as it is a distance.
zzIf the terminal arm stops anywhere in the first quadrant, the positive angle
constructed will be an acute angle and the x-and y-values are both positive in
this quadrant.
zz If the terminal arm stops in the second quadrant, the positive angle constructed
will be an obtuse angle and the x-values in this quadrant are negative while the
y-values are positive.
zz If the terminal arm stops in the third quadrant, the positive angle constructed
will be a reflex angle and the x-values, as well as the y-values, in this quadrant
are negative.
Chapter 5 Trigonometry Term 2 17

zzIf the terminal arm stops in the fourth quadrant, the positive angle constructed will
also be a reflex angle and the x-values will be positive, while the y-values in this
quadrant are negative.
These results will cause the trig ratios (sine, cosine and tangent) to have either a
positive or a negative value, depending on which quadrant the terminal arm lies in,
which is determined by the size of the angle.
Trigonometry using a calculator
Example Example
36,5
Find the ratio sin 235° correct to two Find the angle, for the ratio tan C 5 }
 11,9
decimal places. Solution
Solution tan C 5 }
36,5
 11,9
sin 235° 5
20,819…
tan C 5 3,06722689… (36,5 ÷ 11,9)
≈ 20,82
It is important to keep this in your calculator.
Keys pressed: 5
The following sequence will work on most
scientific calculators:
36,5 ; ÷ ; 11,9 ; 5 ; shift ; tan ; 5 C 5 71,94°
Solving right-angled triangles
Example Example
In the right-angled  ABC, calculate the Find the height (h) of the hot air balloon.
length of BC. Round the answer to the nearest metre.
Round the answer off to two decimal places
A
35 mm
28˚
B C h
Solution
BC 28˚
cos C 5 }
 AC
24,7 mm
 BC
cos 28° 5 } 35
Solution
35 cos 28° 5 BC h
 24,7
tan 28° 5 }
BC 5 30,903… mm
≈ 30,90 mm h 5 24,7 tan 28°
h ≈ 13 m

Exercise 5.1
A
1. I n the triangle ABC, write the values
(represented as a ratio in its simplest form) of:
a) sin A 6
10
b) cos A
c) tan A
d) sin C B 8 C
2. If sin  5 } 35 and   [0°; 90°]

a) Draw a rough sketch to represent this information on a Cartesian Plane.
b) Fill in the x, y and r values on your sketch and indicate angle .
c) Determine (without the use of a calculator):
(i) tan 
(ii) cos 
(iii) sin2  1 cos2 
(iv) tan .cos 
3. If 15 tan  5 8 and 0° <  < 90°, use a sketch to help you determine:
(Give your answers as common fractions)
a) sin 
b) cos 
4. Triangle ABC is a right-angled isosceles triangle, with B as the right angle.
}
The length of the hypotenuse AC 5 Ï 2 
Leave your answer in surd form.
a) Make a rough sketch of the triangle.
b) Calculate the length of AB.
c) Determine the value of tan 45°.
Exercise 5.2
Use a calculator for this exercise. Round answers down to two decimal places.
1. Calculate:
a) cos 310°
b) tan 167°
c) sin 91° 1 cos 45°
d) tan 204°
e) 5 cos 105°
1
f)  }
sin 46°

2. If  5 67,5° and  5 100°, calculate the value of:
a) tan2 ( 1 )
b) sin ( 2 )
c) 2 cos ( 2 )
3. Solve for  if 0° ≤  ≤ 90°:
a) cos  5 0,5
b) sin  5 0,812
Chapter 5 Trigonometry Term 2 19

Exercise 5.3
1. Complete the table and give the numerical answers correct to two decimal places:
Number Ratio Quadrant x, y and r Definition Sign Calculation
y
example sin 140° II x: 2; y: 1; r: 1 }  r 1 0,64
a) sin 40°
b) tan 280°
c) cos 340°
d) tan 101°
e) cos 90°
f) sin 90°
2. State in which quadrant the terminal arm lies according to the conditions:
a) sin  5 0,5 and 90°    360°
b) 180°    360° and cos  5 20,5
c) tan  is positive and sin  is positive
d) sin  is negative and cos  is positive
e) cos x is negative and sin x is negative.
Exercise 5.4
1. In the following right-angled triangles, find the value of :

a) b)
32,1
2,4 56,24
3,7
α a
c) d)
13,1 α 10,8 5α
60˚ 58˚
e) f)
3,6 3,6 38 mm
α 50˚ 40˚
α

Cumulative revision
6
Exercise 6.1
1. Simplify.
5
a) }
y2
2 }5y
2y
1 y
b) }
5
}
10
2 }2
c) 2x
1}
3
1 }3x 2  }1x
d) }1x 1 }2x 3 }3x 2 }4x
2. Simplify by factorising where possible.
a) 9a 2 3a
 3a 21
2
} 9a } 3
b) ab 2 a 2b
2
} ab
3xy 2 x2y 1 xy2 x3
c) }} xy 1}
x2
25x 2 15y 2 10z 45y2
d) }}
25
2}
15y
(x 1 1) 1 3(x 1 1)
e) }} 4
r2 2 s 2
f) }r2s
3. a) Complete the mathematical statements:

13233125…
23334135…
33435145…
b) Complete the next two statements of the same pattern.
c) Make a conjecture about the pattern.
4. Solve for x.
30
a) x 2 7 5 }x
2x 2 3
b) } 2
 3(x 1 1)
5. Calculate the height of the tower.
Round the answer to one decimal place.
51,8°
5,2 m
Chapter 6 Cumulative revision Term 2 21

Functions 1
7
Functions and relations
Function Any set of ordered pairs, in which the first element is never repeated, that
is the x is different for every y.
Relation Any set of ordered pairs.
ƒ(x) ƒ(x) is the value of the function at any x

ƒ(x) 5 y, and the ordered pair is (x; y) or (x; ƒ(x))
Example
ƒ(1) 5 3
(1; 3) is a point on the graph of ƒ
Domain The set of x values.

Example
ƒ 5 {(1 ; 2),(3 ; 4),(7 ; 5),(8 ; 6)}
Domain 5 {1; 3; 7; 8}
Range The set of y values.

Example
ƒ 5 {(1 ; 2),(3 ; 4),(7 ; 5),(8 ; 6)}
Range 5 {2; 4; 5; 6}
Zeros The values of x for which ƒ(x) 5 0
Representing a) Continuous: the graph has no gaps.

a function y
x
0
B
b) Discrete: the graph has separated points or gaps.

y A
x
0

Representing a function
Function machine Example

Input → Rule → Output 3 → x2 1 1 → 10
Equation Example
ƒ(x) 5 x2 1 1 OR y is dependent on x
y 5 x2 1 1 ƒ 5 {…(1; 2)…(2; 5)…(3; 10) …}
Formula Example
distance (s) Time is independent
Speed (v)   time (t)
5}
Speed is dependent on time
or s 5 v.t
Distance is dependent on time
Graphically (For constant v) Example

Distance s
v
1
Time t
Exercise 7.1
1. ƒ 5 {(21; 2); (0; 4); (1; 6); (2; 8); (3; 10) }
a) List the input values (domain of ƒ).
b) List the output values (range of ƒ).
c) Draw the graph of ƒ.
2. (i) Find the set of output values for each of the following functions.
(ii) List each function as a set of ordered pairs.
(iii) Draw a graph for each function.
a) h(x) 5 } 4x x  {24; 22; 21; 1; 2; 4}
b) y 5 3 x  {22; 21; 0; 1}
3. ƒ(x) 5 2x 1 3
a) Evaluate ƒ(21)
b) Find ƒ(a 1 1)
4. h(x) 5 2  }2x
Determine h(21)
Chapter 7 Functions and relations Term 2 23

x
5. ƒ(x) 5 }
 x 2 2

a) Determine the domain of ƒ
b) Determine:
(i) ƒ(1)
(ii) ƒ(2)
(iii) ƒ(0)
c) Find:
(i) ƒ(a)
(ii) ƒ(a 1 1)
(iii) ƒ(a 1 h)
}
6. g(x) 5 Ï 4 2 x 
a) Determine the domain of g.
b) Determine ƒ(8)
7. ƒ(x) 5 x2 2 1
a) Find ƒ(x 2 1)
b) Find x if ƒ(x 2 1) 2 ƒ(2) 5 0
8. In each of the following
(i) Fill in the missing data in the table.
(ii) Write a formula or rule connecting the variables.
(iii) Use function notation to indicate the formula or rule.
(iv) Describe the graph as continuous or discrete.
a) The distance, s metres, a girl has covered after running for t seconds in a
100 m race is given.
Complete the table.
Time t (seconds) 0 1 2 3 t
Distance s (metres) 0 8 16 48
b) Th
e Tshabalala family decide to visit the National Kruger Park.
It costs R50 per car, and R20 per person.
Complete the table.
Number of people per car (n) 1 2 7 n
Total cost in R (c) 70 150
c) e table shows how long it takes a certain number of workers to complete a

Th
given job.
Complete the table.
Number of workers (n) 2 3 4 n
Number of days to complete the job (d) 12 8 4

Linear functions: y 5 ax 1 q straight line graphs
A straight line graph shows the relationship between two variables.
Standard form: y 5 mx 1 c or y 5 ax 1 q m : gradient (a)

c : y-intercept (q)
To sketch (i) Table method (i) y

Example (3; 5)
y = 2x – 1
Plot two points and join for
y 5 2x 2 1 (1; 1)
x
0 –1
x 1 3
y 1 5
y
(ii) Gradient-Intercept Method (ii)  
m5}
x
Example c : y-intercept
y 5 2x 2 1 y
y
m525}
 
x 1 y = 2x – 1
(2 up) 2
5 } 21 5 }
 (1 right)
x
0 –1
c 5 21 (y-intercept)
(iii) Dual-Intercept method (iii) ( }12; 0) x-intercept

Example (0 ; 21 y-intercept
y 5 2x 2 1 y
x-intercept : y 5 0 gives 1  }12; 0 2
y-intercept : x 5 0 gives (0; 21) y = 2x – 1
Join intercepts and extend.

0 x
–1 0,5
Gradient (i) m>0 (i) y
Increasing function
Example y = 2x – 1
y 5 2x 2 1
x
0 0,5
–1
m<0
(ii) (ii) y
Decreasing function
Example
1
y 5 2x 1 1
x
0 1

(iii) m 5 0 (iii) y
y=6
Graph is parallel to x-axis 6
Example
y 5 6 (for all x)
x
0
(iv)
m undefined (iv) y
Graph is parallel to y-axis
Not a function x=6
Example x
0 6
x 5 6 (for all y values)
(v) Gradient: (v) y

y y 2y A
mAB 5 }
  5 }
 xA 2 xB (5;6)
x A B ∆y
B
(2;4) ∆x
Example

A(5; 6), B(2; 4) x
0
 65 2
mAB 5 } 4 2
2 2 5 } 3
(vi) AB  CD (vi) y
∴mAB 5 mCD A
C
x
0
D B
Example
Sketch y 5 3x 1 3 using the table method. g y = 3x + 3
Solution 3
x 21 0 1 x
–1
y 0 3 6
Exercise 7.2
Sketch the graphs on the same system of axes.

The graphs are of the form y 5 ax 1 q
1. (i) y 5 x
(ii) y 5 22x
(iii) y 5 } 2x 2 1
(iv) y 5 x 1 3
a) Compare graphs (i) and (iv).

b) Compare graphs (ii) and (iii).
c) Explain what effect a has on the graphs of the linear function.
d) Explain what effect q has on the graphs of the linear function.

The quadratic function: y 5 ax2 1 q Parabola
Basic form: y 5 x2
General form: y 5 ax2 1 q (i) y

(i) a  0
x
0
q
(ii) a  0 (ii) y
x
0
(iii) a) a  0; q  0 (iii) y
b) a  0; q 5 0 a
b c
c) a  0; q  0
x
0
Minimum turning a  0; y
point Turning point 5 (0 ; q)
Minimum turning point
q cut on y-axis
x
0
(0; q)
Maximum turning a  0; y
point Turning point 5 (0; q)
Maximum turning point (0; q)
q cut on y-axis
x
0

Sketch: (i) shape y
Important features Turning point 5 (0; q)
(ii) y-intercept: x 5 0 : (0, q) (0; q)
(iii) x-intercept y 5 0
x
0
Translation a) y 5 ax2 y
b) y 5 ax2 1 q b
q  0; a
c
move q up
c) y 5 ax2 1 q
x
q  0; 0
move q down
Example
Sketch y 5 2x2 1 9 y
Solution 9
y-intercept: Let x 5 0
y59
x-intercept: Let y 5 0
x
0 5 2x2 1 9 –3 3
0 5 x2 2 9
0 5 (x 2 3)(x 1 3)
x 5 3 or x 5 23
Exercise 7.3
1. Sketch the following graphs on the same system of axes.

With each sketch, clearly show turning points, and cuts on the axes.
a) y 5 2x2
b) y 5 3x2 2 12
c) y 5  }12x2
d) y 5 22x2 1 8
2. Using the graphs you have drawn in question 1, answer the following questions:
a) How does a in y 5 ax2 1 q affect the graph?
b) How does q in y 5 ax2 1 q affect the graph?
c) In y 5 ax2 1 q, which value, a or q, determines whether it is a maximum or
minimum turning point?
d) How did you calculate the x-intercepts of the graphs (if they exist)?
e) Give the domain and range for each of the functions.

Rational functions: y 5  }ax 1 q Hyperbola
General Form: y 5 } ax 1 q (i) y
(i) a  0
q0
shift up q units
q
x
0
(ii) a  0 y
q0 (ii)
shift down q units
x
0
q
Asymptotes: y 5 q and y-axis
Lines of y5x1q y
symmetry: and
y=x+q
y 5 2x 1 q
(Here a  0)
q
x
0
y = –x + q
Exercise 7.4
1. Sketch the graphs on the same system of axes and complete the table:
Function Domain Range
(i) y 5 } 2x1 1
 2x 223
(ii) y 5 }
2. For the graphs of y 5 } ax 1 q drawn in question 1:

a) What effect does q have on the graph of the form y 5 } ax ?
b) Give the equations of the asymptotes.

The exponential function: y 5 abx 1 q Growth functions
Basic form: y 5 bx
(i) b1 Increasing function y

y-intercept 5 (0, 1)
Domain R
Range (0; ) b>1
Asymptote y 5 0; (x-axis)
1
x
(ii) 0  b  1 Decreasing function y

y-intercept 5 (0, 1)
Domain R
0<b<1
Range (0; )
Asymptote y 5 0; (x-axis)
1
x
General Form: y 5 abx 1 q
Effect of q: (i) q0 y
Move up q units y = bx + q
y-intercept 5 (0; 1 1 q) 0<b<1
1+q
(ii) q  0 y
Move down q units; b>1
y-intercept = (0; 1 1 q) y = bx + q; q < 0
x
1+q;q<0
q
Domain R
Range (q; )
Asymptote y5q
Effect of a: The greater a, the steeper the

graph stretches upwards
y-intercept: (0; a 1 q)

Exercise 7.5
1. Sketch the graphs on the same system of axes:

Clearly show all intercepts with axes.
y 5 2x y 5 4x
x x
y 5 1  }12  2 5 22 x y 5 1  }14  2 5 42 x
2. a) Sketch the graphs on the same system of axes and complete the table:
Asymptotes
x-intercept
y-intercept
Domain
Function
Range
(i) y 5 22x
x
(ii) y 5 1 }122 1 1
x
(iii) y 5 1 }122 2 2
b) Use the graphs sketched above to answer the following question:

What effect does q in the equation y 5 abx 1 q have on the graph?
3. Sketch the graphs on the same system of axes:
Clearly show all intercepts with axes.
a) (i) y 5 2x (ii) y 5 3.2x (iii) y 5  }12.2x
x x x
b) (i) y 5 1 } 12  2 (ii) y 5 3.1 } 12  2 (iii) y 5  }12.1  }12  2
Sine functions
Basic form y 5 sin  y

Maximum y 5 1 at
2
 5 90°;
1
2270°; and so on
x
Minimum y 5 21 at –270–180 –90 0 90 180 270
 5 270°; –1
y = sinx
290°; and so on –2
Amplitude 2
Height of the wave 1
Max 2 Min5  1 2 (21) Amplitude
 } 2 } 2 x
–270 –180 –90 0 90 180 270
Amplitude is 1 –1 y = sinx
–2

Period The total number of degrees to y
complete the basic sin  pattern
2
Period is 360°
Period
1
x
–270 –180 –90 0 90 180 270
–1 y = sinx
–2
General Form: y 5 a.sin  1 q
Effect of q: The curve shifts
q0 y
Curve shifts up q units y = sinx + q

1+q
Example: q
y 5 sin x 1 3 –1 + q
Up q units
q53 1
x
–360 –270 –180 –90 0 90 180 270
–1 y = sinx
q>0
Maximum (90° ; 1 1 q) on basic pattern y
turning point In this example: (90°; 4) 1

Minimum (270° ; 21 1 q) on basic pattern x
–360 –270 –180 –90 0 90 180 270 360
turning point In this example (270°; 2) –1
Down q units y = sinx
Amplitude 1 1+q
Period 360° q
q0 –1 + q
y = sinx + q ; q < 0
Curve shifts down q units
Example:
y 5 sin x 2 3
q 5 23
Effect of a: y 5 a.sin  1 q a
y
stretch y = a sinx a
a0
y = sinx
Example: 1
Maximum y 5 3sin x x
–360 –270 –180 –90 0 90 180 270 360
turning point (90° ; a) on basic pattern
–1 y = sinx
Minimum In this example (90°; 3)
–a
turning point (270° ; 2a) on basic pattern
Amplitude Example: a 5 3
Period 360°
a0

Example
Sketch the graphs y 5 sin x and y 5 23 sin x for 2360°  x  360°
Solution
ay
y = sinx 1
–360˚ –270˚ –180˚ –90˚ 0 90˚ 180˚ 270˚ x
–1 y = sinx
–3 y = a sinx ; a < 0
Cosine functions
Basic form: y 5 cos  y
Maximum y 5 1 at  5 2360°; 0°; 360°;

2
and so on
Minimum y 5 21 at  5 2180°; 180°; 1
and so on –270 –180 –90 0 90 180 270

x
–1 y = cosx
–2
Amplitude Height of the wave y
Max 2 Min 1 2(21) 2

 } 2
5}
  2
51 1
Amplitude is 1
x
–360 –270 –180 –90 0 90 180 270
Amplitude
–1
y = cosx
complete the basic cos  pattern

2
Period is 360°
Period 1
x
–270 –180 –90 0 90 180 270
–1 y = cosx
–2
General Form: y 5 a.cos  1 q behaves similarly to y  a.sin 1 q

Tangent functions
Basic form y 5 tan  y
2
Maximum no maximum y = tanx
Minimum no minimum 1
Asymptotes  5 90°; 270° and so on –270 –180 –90 0 45 90 180 270

x
–1
–2
complete the basic tan  pattern

2
Period is 180°
1 Period : 180°
x
–270 –180 –90 0 45 90 180 270
–1 y = tanx
–2
Example
Draw the graphs of y 5 tan ; y 5 2,5 tan  and y 5 25 tan  on the same set of axes, for
290°    90°
Solution
y
10
y = 2,5 tanθ
y = tanθ
0
θ
–90º –45º 0 45º 90º
–5
y = –5 tanθ
–10

Graph sketching
Exercise 7.6
1. Sketch each of the graphs. Describe the domain and range.

Clearly indicate cuts on the axes.
a) y 5 2x 1 4 and y 5 23x 1 6
b) y 5 2x 2
and y 5 2x2
c) y 5 2x and y 5 32x
d) y 5 } 2 4
  x and y 5 } 6x
e) y 5 23x2; x  0 and xy 5 6; x  0
f) y 5 2 cos    [2360°; 360°]
g) y 5 2tan    [2360°; 360°]
h) y 5 22 sin    [2360°; 720°]
i) y 5 4 cos    [2360°; 180°]
j) y 5 2 tan    [2180°; 180°]
2. Discuss the features of each of the following graphs under the headings
(if applicable):
(i) symmetry
(ii) maxima or minima
(iii) asymptotes
(iv) domain and range
(v) function or not a function
a) y b) y
9 (3; 9)
8 2
7
6 1
5
(–2; 4) 4 x
–2 –1 1 2 3
3
–1
2
1
–2
x
–9–8 –7–6–5–4 –3–2–1 0 1 2 3 4 5 6 7 8 9
c) y d) 5
y
1 4
x 3
–3 –2 –1 –1 0 1 2
–2 1
–3 x
–90 0 90 180 270
f –4 –1
–2
–5
–3
–6 –4
–7 –5
–8
e) y f) y
2
3
1
x 2
–90 0 90 180 270 360 450
–1
–2 1
x
–9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9

Functions 2
8
Graph interpretation
Example
A(2; 6) lies on the graph of ƒ and h, where ƒ(x) 5 ax 1 c and h(x) 5 }xk.
The x intercept of ƒ is (21; 0) and EB makes an angle of 45° with the positive x-axis and
passes through the origin.
y
A(2; 6)
f
g
D
h
45˚
–1 x
0 C
a) Determine the equation of h,

b) Determine the equation of f,
c) Determine the coordinates of D,
d) Determine the equation of g,
e) Determine the coordinates of E,
Solution
a) xy 5 12 and x  0
b) y 5 2x 1 2
c) D(0; 2)
d) y5x
e) E(22; 22)

Example
The graph of ƒ(x) 5 2x2 1 6x 1 7 is sketched
y
f(x) = –x2 + 6x + 7
x
–2 –1 0 1 2 3 4 5 6 7 8 9
–9
Use the graph to answer the questions.

a) For what value of x does ƒ(x) take on its maximum value?
b) For which values of x is 2x2 1 6x 1 7 negative?
c) If x 5 5, determine the value of y.
d) If y 5 12; determine the value of x.
e) What is the greatest value of ƒ(x)?
Solution
a) x53 b) x  21 or x  7 c) y52
d) x 5 1 or x 5 5 e) y 5 16
Exercise 8.1
1. Sketched below is the graph of y 5 2x 1 4 y
C(a; 10)
a) Determine the coordinates of A and B:
b) Determine the length of AB. B
c) C(a; 10) lies on the graph y 5 2x 1 4, x

A 0
find the value of a.
D(–4; m)
d) D(24; m) lies on the graph of y 5 2x 1 4;
find the value of m. y = 2x + 4
e) For which values of x is 2x 1 4  0?

f) For which values of x is 2x  24?
y
2. ƒ(x) 5 x 2 2 and g(x) 5 2x 1 5
Determine: g
G
a) The length of AB. M

A f
b) The coordinates of C.
C
c) The length of KM if OH 51. x
H 0 D E P
B
K
Chapter 8 Functions 2 Term 2 37

3. The graphs sketched represent: ƒ(x) 5 2  }52x 2 2 and g(x) 5 3x 1 9
Use the graphs to answer the questions. y
g(x) = 3x + 9
a) Determine the length of HE. E
b) Determine the value of x for which

ƒ(x) 2 g(x) 5 0. A T
c) For which values of x is g(x)  0? S

d) For which values of x is ƒ(x)  0? M N x
e) For which values of x is 3x  29? –4 –3 –2 –1 0 1 2 3 4
D
f) For which values of x are the two
functions simultaneously positive? H
f(x) = –2,5x – 2
g) For which values of x is g(x)  9?
h) Determine the area of △ SMN.
i) Determine g(1).
j) Determine the value of x if g(x) 5 23.
k) Determine ƒ(0).
4. ƒ(x) 5 cos x; g(x) 5 sin x; x  [0°; 360°]
Determine: y
a) The period of ƒ.
b) The amplitude of g.
1 f
c) The maximum value of sin x, and its x

corresponding value of x. 0 45 90 135 180 225 270 315 360
g
d) The minimum value of cos x and its –1
corresponding value of x.
e) Determine x: ƒ(x) 2 g(x) 5 0
f) Determine for which values of x:
(i) sin x  cos x
(ii) cos x.sin x  0
5. a) Draw neat sketches of y 5 2 sin x and y 5 2 cos x on the same system of axes
if x  [0°; 360°].
b) Using your graph, determine as accurately as possible the value(s) of x, if
2 sin x 5 2 cos x
c) Using your graph, determine for which values of x: 2 sin x 1 cos x  0.
d) For what values of x is 2 sin x an increasing function?
e) For which values of x is 2 cos x a decreasing function?
6. An electrician’s rate is R120 for call out, and R100 for each hour of work completed.
a) Determine an equation to reflect the electrician’s income.
b) Determine what he will earn if he works for 3 hours.
c) How many hours did he work if he earned R720 for a particular job?
d) Draw a graph to reflect his income, and check your solutions to b) and c),
showing how you would read off these values.

Geometry
9
Polygons
A polygon is a closed figure with three or more

straight sides.
A regular polygon has all its sides equal in length y

and all its interior angles equal. y y
y y
y
The sum of the interior angles of a regular polygon

180°(n 2 2)
of n sides is given by }
n .
180°(n 2 2) 2 2)
} n 5 180°(3
} 3
5 60°
180°(n 2 2) 2 2)
} n 5 180°(6
} 6
5 120°
Congruent polygons are identical in size and shape.
• All corresponding sides are of equal length.
• All corresponding angles are of equal magnitude.
• The areas of congruent polygons are equal.
Chapter 9 Geometry Term 2 39

Triangles
Two triangles are congruent if:

• three sides of one triangle are equal in length
to the three sides of the other triangle
• two sides and the included angle of one

triangle are equal to two sides and the
included angle of the two other triangles
• two angles and one side of one triangle are

equal to two angles and the corresponding
side of the other triangle.
The Theorem of Pythagoras A X

^
In ▵ABC, B 5 90° b y
c z
 b2 5 a2 1 c2
B a C Y x Z
In ▵XYZ, y 5 x 1 z , then Y 5 90°
2 2 2
(This is the converse of the Theorem of

Pythagoras.)
An isosceles triangle has at least two equal sides.

Alternatively, an isosceles triangle has at least
two equal angles.
x x
An equilateral triangle is a triangle with all three

sides equal.
x x
The Mid-Point Theorem P
The line segment joining the mid-points of two

sides of a triangle is parallel to the third side and S T
equal to half the third side in length.
Q R
That is ST  QR, ST 5 } 12QR
A
The converse of the Mid-Point Theorem:
The line that passes through the mid-point of
D E
one side of a triangle, parallel to another side,
bisects the third side. B C
AE 5 EC

Exercise 9.1
1. omplete the column headed True or False.

C
Find a counter example if you suspect that the statement is False.
Statement True or False
a) Any two parallelograms are similar.
b) If two octagons are congruent, then they are similar.
c) Squares are always similar.
d) If the sides of a triangle are equal in length to the sides of a second

triangle, then the triangles are congruent.
e) If two rectangles have their corresponding sides in proportion,

then they are similar.
f) If two quadrilaterals have their corresponding sides in proportion,

then they are similar.
g) If two triangles have their corresponding angles equal, then the two
triangles are similar.
2. Draw sketches of each of the polygons:

a) parallelogram
b) general octagon
c) regular hexagon
d) isosceles triangle
e) trapezium
f) quadrilateral
3. how that each of the statements is false by finding counter-examples to the

S
statements:
a) If two pentagons have equal corresponding sides, then they are congruent.
b) Any two isosceles triangles are similar.
c) Two right-angled triangles are always similar.
d) Any two rhombuses with one pair of corresponding sides equal in length are
congruent.

Exercise 9.2
1. I n each of the diagrams calculate the indicated unknown quantity

(x, y, z, and so on).
a) y b) ABCD is a parallelogram
A 15 D
z
y
10
x 120˚
70˚
B x C
c) d) 60˚ z
12 y
x
5
4 100˚
z x
50˚
y
e) x
f) ABC  DEF
D
65°
20 A
y x y
8 E
11 F
40˚
16 C
B z
2. In each of the diagrams, state whether the pairs of triangles are congruent or not,
giving reasons for your answers.
a) A
E b) A
80˚
D
C
B B
C 80˚
D
c) S d) A
D
25
25
C
T V
K E B
e) K N
L M

3. Find the unknown quantities in each of the pairs of similar diagrams.
a) 2 b) D
3 A
60
40
y 20
6
B C E x F
15
x
c) R d) A
y 3
x M y
T 15
S 2 D
12 1 5
9
x
B C
2 E
L
4. I f an equilateral triangle has each of its sides of equal length, give reasons why any
two equilateral triangles are always similar.
Are they also congruent?
If not, what extra condition must be introduced to make them congruent?
5. If the sum of the interior angles of a polygon is given 180°(n 2 2), find the
unknowns in the following sketches. In each figure:
(i) State the name of the polygon.
(ii) Is it a regular polygon?
a) F b) 44˚
144˚ E 56˚
x 75˚
A 105˚
80˚
156˚ D
135˚
B x
y
75˚
C
c) 120˚
d) A
60°
145˚ 50˚
320˚
B x D
65˚ x
30°
70˚ C
85˚

Exercise 9.3
1. In isosceles triangle ABC, AD is perpendicular to BC.

A
x y
65° z
B C
D
Show, giving reasons that:

(i) ABD  ACD (the sign  means is congruent to).
(ii) Calculate the unknown quantities in the diagram.
2. In each of the following polygons:
(i) State what type of polygon it is.
(ii) Is the polygon regular or not?
(iii) What is the usual definition of the polygon?
(iv) W
rite down an alternative definition of the polygon if you can.
Note the definition of a particular polygon is based on a set of characteristics.
It may be possible to find more than one definition.
For example, a parallelogram is defined as a quadrilateral with opposite
sides parallel.
An alternative definition is a quadrilateral with opposite sides equal.
a) b)
c) d)
e) f)

Cumulative revision
10
Exercise 10.1
1. To convert degrees Celsius (C) to degrees Fahrenheit (F), the following formula
can be used: F 5 }95C 1 32°
a) Complete the following table:
°C F 5 }95 °C 1 32° °F
0
5
10
b) Draw a sketch graph of: F 5 }95C 1 32° with C on the x-axis (that is x as the
independent variable).
c) Use the letter A to indicate where on the graph the reading of freezing point,
°F, can be seen.
d) Use the letter B to indicate where the boiling point in °F can be read off.
e) Use your graph to estimate the value of °C if the temperature is 10°F.
Show how you found these readings.
f) Use your graph to estimate the value in °F if the temperature is 15°C.
Show how you found these readings.
g) By calculation check your estimations in e) and f) above.
2. a) Sketch the graph of y 5 x 1 3.
3. Consider the number sequence 3; 5; 7; 9 …

a) Write down the next two terms in the sequence.
b) x 1 2 3 8 b c
y 3 5 7 a 19 33
Complete the table, by determining the values of a, b, c

c) Write the general term of this sequence in terms of x and y.
d) Sketch the graph, using the formula above, and x  {1; 2; 3; 4; 5; 6; 7; 8; 9}
e) Use the graph to determine the 8th term in the sequence.
Show how you found your solution.
f) Use the graph to determine which term in the sequence is 15.
Show where the readings are taken from.

Analytical geometry
11
Cartesian Plane
Given the points A (xA ; yA) and B (xB ; yB) in a Cartesian Plane:
The distance between two points
The distance between the points A (xA ; yA) and B (xB ; yB) is given by:
}}
AB 5 Ï (xB 2 xA)2 1 (yB 2 yA)2
or
AB2 5 (xB 2 xA)2 1 (yB 2 yA)2
The midpoint of a line segment
The coordinates of the midpoint M (xM; yM) of a line segment AB are given by:
x 1x y 1y
xM 5 }
A
2
B
; yM 5 }
A
2
B
The gradient of a line segment
The gradient, m, of a non-vertical line segment AB is given by:

y 2y
mAB 5 }B
x 2x
A
B A
or
y 2y
x 2 x ; xA ≠ xB
mAB 5 }A B
A B
The distance formula
AB2 5 (xB 2 xA)2 1 (yB 2 yA)2

or
}}
AB 5 Ï (xB 2 xA)2 1 (yB 2 yA)2

Example
If A (3; 7), B (21; 21) and C (25; 3) are the vertices of y
A(3; 7)
ABC, prove that AB 5 AC, that is, that ABC is isosceles.
Solution
AB2 5 (xB 2 xA)2 1 (yB 2 yA)2
C(–5; 3)
5 (21 2 3)2 1 (21 2 7)2
5 (2 4)2 1 (28)2
x
5 80 0
B(–1; –1)
}
 AB 5 Ï 80 
}
5 4Ï5 
AC2 5 (xC 2 xA)2 1 (yC 2 yA)2

5 (25 2 3)2 1 (3 2 7)2
5 (28)2 1 (24)2
5 80
}
 AC 5 Ï 80 
}
5 4Ï5 
 AB 5 AC
∴ ABC is an isosceles triangle
Example
Triangle ABC is right-angled at B, and A(22; 8), B(4; 2) and y
A(–2; 8)
C(22; 24) are the vertices.
Determine, using analytical methods, the area of ABC.
Solution
B(4; 2)
Area ABC 5 } 12 3 base 3 height
5 } 12 3 CB 3 AB 0
x
CB2 5 (xB 2 xC)2 1 (yB 2 yC)2

5 (4 2 (22))2 1 (2 2 (24))2 C(–2; –4)
5 (6)2 1 (6)2
5 72
}
 CB 5 Ï 72 
}
5 6Ï2 
AB2 5 (xB 2 xA)2 1 (yB 2 yA)2
5 (4 2 (22))2 1 (2 2 8)2
5 (6)2 1 (26)2
5 72
}
 AB 5 Ï 72 
}
5 6Ï2 
 Area ABC 5 } 12 3 6Ï2  3 6Ï2 
} }
5 } 12 3 36 3 2
 Area ABC 5 36 square units
Chapter 11 Analytical geometry Term 3 47

Exercise 11.1
1. alculate the distance between the following pairs of points, giving the answers in
C
simplest surd form where necessary:
a) A(22; 1) and B(3; 13)
b) P(23; 9) and R(4; 215)
c) E(6; 22) and F(2; 210)
2. In the given diagram, ABC has vertices A(3; 2), B(1; 22) and C(5; 22).
Prove that ABC is isosceles with AB 5 AC.
y
A(3; 2)
x
0
B(1; –2) C(5; –2)

3. In the diagram, PQR has vertices P(22; 2), Q(23; 24) and R(4; 3).
Prove that PQR is isosceles with PQ 5 PR.
y
R(4; 3)
P(–2; 2)
x
0
Q(–3; –4)
4. Diagram PQRS is a parallelogram. Prove, using analytical methods, that:
a) PQ 5 SR
b) PS 5 QR
y
Q(4; 5)
P(–2; 3)
x
0
R(6; –2)
S(0; –4)
5. e distance between the points P and Q is 10 units.

Th
If P is the point (22; a) and Q(6; 25), calculate the value(s) of a.
6. alculate the value(s) of p given that AB 5 BC and A is the point (22; 3), B(2; 1)
C
and C(p; 23).
7. etermine the distance between the point P(2; 21) and its reflection, Q, in the
D
line y 5 x.

The midpoint formula
x 1x y 1y
xM 5 }
  A 2 B ; yM 5 }
  A 2 B
Example
A(2; 8), B(22; 22) and C(10; 26) are the vertices of ABC. Calculate the length of the
median AD, giving your answer in simplest surd form.
Solution
A median is a line drawn from the vertex of a triangle to the midpoint of the opposite side.
The median AD is drawn from A to D, the midpoint of BC.
x 1x y 1y y
xD 5 }
  B 2 C; yD 5 }
  B 2 C A(2; 8)
22 1 (26)
 22 1
xD 5 } 2
10
; yD 5 }
  2

xD 5 } 82;  228
yD 5 }
x
xD 5 4; yD 5 24 0
B(–2; –2)
D is the point(4; 24) and A(2; 8). D
AD2 5 (xD 2 xA)2 1 (yD 2 yA)2 C(10; –6)
5 (4 2 2)2 1 (2 4 2 8)2
5 (2)2 1 (212)2
5 148
}
AD 5 Ï 148 
}
5 2Ï37 
Example
A(23; 6), B(5; 4), C(1; 22) and D(xD; yD) are the vertices of parallelogram ABCD.
Determine the coordinates of D.
Solution
Draw the diagonals AC and BD, marking the equal line segments 2 the diagonals of
a parallelogram bisect one another.
Determine the coordinates of M, the midpoint of AC.
y
6 1 (22)
 2321 1;
xM 5 } yM 5 __
  2 A(–3; 6)
 222
xM 5 } yM 5 2_ 4 B(5; 4)
5 21; 52 M
x
D(xD; yD) 0
 M is the point (21; 2) C(1; –2)
Since M is also the midpoint of BD
x 1x y 1y
xM 5 }
  D 2 B; yM 5 }
  D 2 B
x 15 y 14
21 5 }
  D 2 ; 25}
  D 2
22 5 xD 1 5; 4 5 yD 1 4
27 5 xD; 0 5 yD
D is the point (27; 0)

Exercise 11.2
1. alculate the coordinates of the midpoint, P, of the line segment joining the pairs
C
of points:
a) A(3; 4) and B(7; 12)
b) E(5; 29) and F(29; 13)
c) P(24; 9) and Q(6; 25)
2. I f M is the midpoint of AB, determine the values of a and b.
a) M(4; a), A(25; 8), B(13;10)
b) M(6; 2), A(2; 9), B(10; a)
c) M(1; 10), A(5; a), B(b; 12)
3. M is a diameter of a circle with centre P.

L
If L is the point (14; 22) and M is (8; 6), determine:
a) The coordinates of P.
b) The length of the radius PM.
4. In the accompanying diagram, ABCD is a parallelogram.

P is the midpoint of AC. y
a) Calculate the coordinates of P. A(2; 3)
D(–3; 2)
b) Prove, using analytical
x
methods, that DP 5 PB. P
B(5; –2)
c) Determine the length of AD, C(0; –3)
leaving your answer in surd form.
5. X(6; 4), Y(22; 2 2) and Z(23; 6) y

Z(–3; 6)
are the vertices of △XYZ.
Calculate: X(6; 4)
a) The coordinates of M, the

midpoint of XY. 0
M x
b) The length of the median ZM Y(–2; –2)

in simplest surd form.
6. is the midpoint of the line segment PR. If M is the point (10; 23) and
M
R(22; 25), calculate the coordinates of P.
7. R(23; 6) is the midpoint of line segment ST. If S is the point (7; 22), calculate
the coordinates of T.
8. A(1; 3), B(8; 6) and C(5; 21) and D are the vertices of parallelogram ABCD.
Determine the coordinates of P, the midpoint of AC.

The gradient formula
y 2y
mAB 5 }
 xB 2 xA xA ≠ xB
B A
Example
If A(22; 24), B(1; 2) and C(5; 10) are three points in the Cartesian plane, show that A, B
and C are collinear, that is, lie on the same straight line.
Solution
Method:
(i) Calculate mAB
(ii) Calculate mBC
(iii) Show that mAB 5 mBC
y 2y 2 2 (2 4)
• mAB 5 }   1 2 (22) 5 } 63 5 2
 xB 2 xA 5 }
B A
y 2y
• mBC 5 }  10
 xC 2 xB 5 } 521
2 2 5  8 5 2
}4
C B
• Since mAB 5 mBC 5 2, and since the straight lines AB and BC have a common point B, A,
B and C are collinear.
Example
P(23; 6), Q(21; 10), R(27; 22) and S(22; 8) are four points in a Cartesian plane.
Prove that PQ  RS.
Solution
We need to prove that mPQ 5 mRS
y 2y
mPQ 5 }  211022(2
 xQ 2 xP 5 } 6
3)
5 } 42 5 2
Q P
y 2y 8 2 (22)
mRS 5  }
x 2x 5}
S R
 10
 22 2 (27) 5 } 5
52
S R
∴ mPQ 5 mRS and therefore PQ  RS.
Exercise 11.3
1. etermine the gradient of each of the straight lines passing through the following
D
pairs of points:
a) A(7; 3) and B(4; 12)
b) P(25; 2) and Q(3; 4)
c) E(22; 8) and F(26; 4)
2. Determine, using the gradient formula, whether the sets of points are collinear:
a) A(2; 5), B(25; 29) and C(4; 9)
b) P (1; 1), Q (22; 28) and R (4; 10)
c) L(5; 22), M(24; 7) and N(0; 3)
3. Determine whether AB  CD if given:
a) A(4; 6), B(23; 1), C(23; 1) and D(25; 24).
b) A(23; 7), B(4; 24), C(21; 25) and D(28; 6)

Exercise 11.4
1. A(3; 25) and B(9; k) are two points in the Cartesian plane.
Determine the values of k if the length of AB is 10 units.
2. In the diagram, A(27; 4), B(26; 6), C(0; 3) y
and D(21; t) are the vertices of a rectangle. B(–6; 6)
Calculate the:
a) length of the diagonal AC. A(–7; 4)
C(0; 3)
b) coordinates of K, the midpoint of AC
c) gradient of AB D(–1; t)
x
0
d) gradient of DC in terms of t.
e) value of t.
3. I n the accompanying diagram, A(24; 0), B(5; 23) y

C(8; 6)
and C(8; 6) are the vertices of a triangle.
R is the midpoint of AC.
R
a) Determine the coordinates of R. A(–4; 0)
x
b) Determine the length of RB.
c) etermine the lengths of AB and BC.
D B(5; –3)
(Give your answer in simplest surd from.)

^
d) Determine the area of ABC, if it is given that B 5 90°.
4. The distance between the points P(a; 23) and Q(7; 9) is 13 units.
Determine the possible value(s) of a.
5. A(6; 4), B(4; 6) and C(22; 22) are the vertices of ABC.
a) C
alculate the length of AB, giving your answer
y
in simplest surd form.
B(4; 6)
b) D
etermine the coordinates of K, the midpoint K
of AB. A(6; 4)
c) etermine the length of CK,

D
giving your answer in simplest surd form.
x
0
d) D
etermine the area of ABC if it is given
that CK  AB. C(–2; –2)

Financial mathematics
12
Simple interest
Interest is calculated on the capital or the principal amount only.

The interest earned each year would be the same for a particular rate of interest:
A 5 P(1 1 i.n)
A is the accumulated total. It includes the capital or principal invested plus the interest
accrued.
P is the principal or capital that has been invested.
i is the interest rate per annum as a decimal fraction.
n is the number of years.
Compound interest
Interest is calculated on the principal or capital amount as well as the interest that has been
added to the capital at the end of each year.
A 5 P(1 1 i)n
Note: In this chapter, you must assume that the interest is always compounded annually.
This means that the interest is added to the savings at the end of each year.
Hire purchase agreements
A hire purchase agreement is a contract on a short term loan used to purchase goods such as
furniture, household appliances and even cars. The buyer signs an agreement with a financial
institution to repay the money over an agreed period of time together with simple interest
on the full amount of the loan over the repayment period. The bank or financial institution
owns the goods until such time as the loan is fully paid. The buyer will also be required to
insure the goods against theft and damage while the loan is being repaid.
This insurance is sometimes arranged with the financial institution lending the money and
can be included with the monthly repayments. If the buyer is unable to make the monthly
repayments, the financial institution can repossess (take back) the goods.
Inflation
Inflation is a continuous increase in the cost of goods and services over a period of time.
The rate of inflation is given as a percentage per annum. It is the average increase (as a
percentage) in the cost of goods and services from one year to the next.
The compound interest formula can be used to calculate the increase in the price of goods
and services if the average rate of inflation is given over a period of time.
Chapter 12 Financial mathematics Term 3 53

Time lines
Time lines are useful when dealing with complicated problems, such as changes in interest
rates during the investment period, or when several deposits or withdrawals are made from
a savings account. A time line helps to summarize the information and provides a visual
representation of the data in an ordered way.
Exchange rates
The value of the South African rand compared to other world currencies varies according to
the strength of the economy and the demand of the currency.
The exchange rate provides us with the cost of buying or selling another country’s money
in terms of the South African rand. This will also determine the cost of exporting and
importing goods from another country.
The exchange rate of the South African rand against other currencies fluctuates on a daily
basis. The current exchange rate can be found on the internet.
Exchange rates against major world currencies such as the American dollar and the British
pound are given on the radio, TV, and printed in the newspapers on a daily basis.
The strength of the rand against other major world currencies affects exports and imports.
The price of petrol constantly changes and is affected mainly by the exchange rate and the
cost of crude oil on world markets.
Exercise 12.1
1. R20 000 is deposited in a savings account for 7 years.

The interest rate is 11,5% p.a.
a) Determine the value of the savings if the interest is compounded annually.
b) Determine the value of the savings if the interest is calculated as simple interest.
2. A loan of R25 000 is repaid over 5 years.

Calculate how much money must be paid to repay the loan if the interest on the
loan is 15% p.a. simple interest on the full amount of the loan over 5 years.
3. A loan of R25 000 is repaid at the end of 5 years.

Calculate the amount of money that must be paid to repay the loan if the interest
on the loan is calculated at 15% p.a. compound interest.
The interest is compounded annually.
4. R60 000 is invested in a savings account for a period of 7 years.

Determine which of the following would be a better option:
a) 14% p.a. simple interest, or b) 10% p.a. compound interest.
5. R18 000 is invested for 12 years at 9% p.a.

Calculate the value of the investment in each of the following cases:
a) The interest is calculated as compound interest compounded annually.
b) The interest is paid in simple interest.

Exercise 12.2
1. car is bought for R95 000.

A
Ten percent is paid in cash and the balance is paid using a hire purchase loan.
The loan is repaid over 5 years by means of equal monthly payments.
The interest charged on the loan is simple interest of 12,5% p.a. on the full amount
of the loan over 5 years.
a) Calculate the loan amount on the car.

b) C
alculate the total amount that must be repaid on the loan together with the
interest.
c) Calculate the monthly repayments.
d) How much money was paid for the car over 5 years excluding insurance costs?
e) I f the insurance on the car was R580 per month, calculate the total amount
paid in 5 years, including the loan repayments and the cash deposit as well as
the insurance costs.
2. music system is bought for R24 000.

A
A deposit of 15% is required in cash and the balance is paid through a hire
purchase loan agreement.
The interest paid on the loan is 18% p.a. simple interest on the full amount of the
loan over the repayment period.
The loan is repaid over 3 years by means of equal monthly payments.
a) C
alculate the total amount of money that must be repaid on the loan
including the interest over 3 years.
b) Calculate the monthly payments on the loan.
c) Calculate the total amount of money paid for the music system over 3 years.
Chapter 12 Financial mathematics Term 3 55

Example
The petrol price is R5,90 per litre at a stage when Brent crude oil cost $60 per barrel and the
exchange rate was such that 1$ cost R6,90. One year later a barrel of Brent crude oil cost $72
and the rand had weakened so that 1$ cost R7,50.
a) Determine the percentage increase in the cost of crude oil
b) Determine the percentage increase in the exchange rate of the dollar against the rand.
c) Determine the expected increase in the petrol price as a result of the increase in the
price of crude oil and the weakening of the rand against the dollar.
Solution
a) Increase in cost of crude oil 5 $12
 12
Percentage increase in crude oil 5 } 60
5 0,2 5 20%
b) Increase in the exchange rate 5 R0,60
Percentage increase in the exchange rate
0,60
 }
6,90
5 0,086956…
5 8,7% correct to one decimal place

c) The percentage increase in the petrol price taking into account the percentage increase
in crude oil and the percentage increase in the cost of the dollar against the rand will be
28,7%
Therefore the new petrol price will be:
6,90 1 0,287 3 6,90 5 R8,88
Exercise 12.3
1. a) O
n the international markets, gold cost $670 per ounce. Determine the
income in rands from exporting 8 500 ounces of gold, if the exchange rate is
given as 1 3 US dollar equal to R7,30.
b) Determine the income in rands if the rand weakened and 1 US dollar cost R9,70.
2. lambswool jersey in New Zealand cost $120 (New Zealand dollars). Determine the
A
cost in rands if the exchange rate is given as 1 New Zealand dollar equal to R5,20.
3. visitor from the UK buys jewellery in South Africa at a cost of R320 000.
A
How much would she pay in British pounds if 1 £ costs R14,50?
4. business woman wants to import shoes from Italy.

A
The shoes cost 85 euros per pair. Import tax on shoes is 40%.
a) Calculate the cost in rands of importing 150 pairs of shoes if 1 euro costs R9,30.
b) H
ow much would the selling price of a pair of shoes be in rands if she wanted
to make 60% profit?

Statistics
13
Univariate data
Univariate data is data concerned with a single quantity, for example length;
percentage. We can summarise univariate data by finding measures of central
tendency (averages) and measures of dispersion (spread).
1. Measures of central tendency
A measure of central tendency is an average or typical value.

Examples of measures of central tendency are the mean, mode and median.
1.1 Measures of central tendency of a list of data
_
• The mean (represented by the symbol x, and pronounced “x bar ”) is found by dividing
the total of the values by the number of values.
_
We use the formula x 5 Sx }n , where Sx is the total of the values, and n is the number
of values.
• The median is the middle value in an ordered list.
• The mode or modal value is the most common value.
It is easier to find the mode and median when the values are first arranged in
ascending order using a stem-and-leaf plot.
1.2 Measures of central tendency from frequency tables
When many data items have been collected, it is often convenient to display the data in
a frequency table.
• The mode is easy to find from a frequency table, as it is the value which occurs most
often.
• In order to find the median, it is first necessary to find out where the middle value
lies, and to then read that value off the table.
_ Sf.x
• We use the formula x 5 } n , where f is the frequency, to find the mean from a
frequency table.
We first find the total number in each class by multiplying the value and the
frequency together, and then dividing by the total frequency.
1.3 Measures of central tendency from tables of grouped data
• With grouped data, we find a modal class, rather than a single mode.
The modal class is easy to find as it is the class with the highest frequency.
• In order to find an estimate of the median, we identify the class in which the median
or middle value lies.
_ Sf.X
• To find an estimate of the mean, we use the formula X 5 } n .
Before we can use this formula, we have to find one value to represent each class
interval.
The value used for this is the midpoint, X, of the class interval
Chapter 13 Statistics Term 3 57

2. Measures of dispersion
A measure of dispersion (or spread) is a quantity which gives an indication of how

data is grouped or scattered.
The measures of spread used more often are the range and interquartile range.
The Range 5 highest score – lowest score
3. Medians, quartiles and percentiles.
3.1 Finding the median

The median is a number which divides data which has been arranged in ascending
order into two equal halves:
If there are an odd number of items, the median is the middle item.
If there is an even number of items, the median is the mean of the two middle items.
3.2 Finding the lower quartile (Q1)
When the data items have been arranged in ascending order, the lower quartile divides
the lower half of the data items into two equal quarters.
3.3 Finding the upper quartile (Q3)
When the data items have been arranged in ascending order, the upper quartile divides
the upper half of the data items into two equal quarters.
3.4 The interquartile range of a set of data is Q3 – Q1 where Q3 and Q1 are the upper and
lower quartiles respectively, that is, IQR 5 Q3 – Q1
Q –Q
The semi-interquartile range is  }
3
2
1

3.5 Finding Percentiles
• The median and quartiles divide the distribution into quarters.
• Percentiles divide the distribution into hundredths.
The 10th percentile is the value that is 10% of the way through the distribution.
The 90th percentile is the value that is 90% of the way through the distribution.
Example
Find the median (M), the lower quartile (Q1) and the upper quartile (Q3) of the data set:
10; 11; 11; 12; 14; 15; 16; 17; 18; 19; 19
Solution
10, 11, 11, 12, 14, 15 , 16, 17, 18, 19, 19
The median is 15
The lower quartile is the 3rd data item, so Q1 5 11.
The upper quartile is the 9th data item, so Q3 5 18.
Example
Suppose you have 808 000 readings.
• The position of the 10th percentile is given by finding 10% of 808 000.
So the 10th percentile 5 10% of 808 000 5 80 800th value.
• The 90th percentile is found at 90% of 808 000 5 727 200th value.
4. Displaying data

4.1 Bar graphs
A bar graph consists of vertical or horizontal bars with heights proportional to the
frequency for each of several classes.
The classes may be identified by name (for example the days of the week) or by the
number: (for example 0, 1, 2, 3… children per family).
Bars usually do not touch.
Example
Favourite flavour ice cream
80
70
60
50
40
30
20
10
0
Vanilla Strawberry Fudge Peppermint Chocolate
4.2 Histograms
A histogram is a graphical representation of grouped data.
The x-axis is divided into segments with lengths proportional to each class interval.
Rectangles are then drawn with areas proportional to the numbers in the classes.
Columns touch.
Example
Number of items bought by customers in Ruth’s supermarket
16
14
12
10
Frequency
8
6
4
2
0
1–5 6–10 11–15 16–20 21–25 26–30 31–35
Number of items bought
4.3 Frequency polygons

A frequency polygon is formed by joining the mid-points of the top line of each bar of
a histogram. The polygon is fixed to the horizontal axis at the mid-point of imaginary
“extra” bars to the left and to the right of the “real classes”.
The histogram need not be drawn: just the mid-points need to be marked and joined by
straight line segments.
Example
Frequency polygon of number of items bought
by customers in Ruth’s supermarket
18
16
14
12
Frequency
10
8
6
4
2
0
1–5 6–10 11–15 16–20 21–25 26–30 31–35
Number of items bought

4.4 Stem and leaf diagram
• This is a type of histogram where the stem consists of the first digit(s) of the data items
and the leaves, arranged in ascending order, represent the units digits.
• A back-to-back stem and leaf diagram has leaves on both sides of the stem.
These leaves represent data from two different groups.
Examples are men and women or this year and last year, and so on.
• The median, quartiles, mode and modal interval are easily read from a stem and leaf diagram.
Example
Stem Leaf
14 8 9
15 0 2 68
16 1 1 3 5 6 9
17 2 3 3 3 4 7 8 9
18 0 2 2 3 4 6 9
 14
Key: } 8
represents 148 items
• There are 27 data items in this stem and leaf diagram.
• The median is the 14th item, so the median 5 173
• The 7th item is the lower quartile, so Q1 5 161,
• The 21st item is the upper quartile, so Q3 5 180.
• The mode is also 173 (there are three data items of 173).
• The modal interval is between 170 and 179 (because the row with the stem of ‘17’ is the
longest).
Exercise 13.1
1. etermine the mean, median and mode of the data sets.

D
Where necessary, give the answer correct to two decimal places.
a) Item Frequency
25 2
26 4
27 3
28 2
29 2
30 1
b) Item Frequency
68 2
69 3
70 5
71 5
72 8
73 9
74 8
75 10
76 12
77 8

2. iven the grouped data, determine the modal interval, the interval in which the
G
median lies and an approximate value of the mean.
Where necessary, give the answer correct to one decimal place.
a)
Salary Frequency
50 000  x  100 000 35
100 000  x  150 000 42
150 000  x  200 000 58
200 000  x  250 000 14
250 000  x  300 000 3
300 000  x  350 000 1
b) Class interval Frequency

20–29 3
30–39 10
40–49 15
50–59 24
60–69 30
70–79 14
80–89 8
90–100 4
3. Use the stem and leaf plots to determine the median, the upper and lower quartile,
the range, and the interquartile range of the set of data.
Stem Leaf
1 0 2 5 6 8
2 1 3 4 6 8 9
3 0 1 1 3 5 5 7 7 7
4 0 0 2 4 4 7 8 9
5 2 3 7 7 8
6 1 2
4. The speeds of cars were recorded on a road where the speed limit is 60 km/h:
a) Organise the data using a stem and leaf plot.
52 58 67 55 61 55 63 59 50 58
66 53 60 54 57 62 74 58 51 55
51 72 61 77 65 58 53 55 61 55
b) Determine the mean, median and modal speeds.

c) What percentage of the speeds exceeded the speed limit?

Euclidean geometry
14
Euclidean geometry
Similar triangles Congruent triangles Rhombus

All pairs of corresponding All corresponding angles are A rhombus is a quadrilateral with
angles are equal and all pairs of equal and all corresponding four equal sides.
corresponding sides are in the sides are equal. Other properties:
same ratio to each other. • Opposite sides are equal.
• Opposite angles are equal.
• Diagonals bisect each other.
Quadrilaterals • Diagonals cross at right angles.
Sum of interior angles is 360°. • Diagonals bisect angles.
• Area
5 base 3 perpendicular height
Euclidean Geometry – Parallelogram • Area
Properties of polygons A parallelogram is a 5 half the product of the
quadrilateral with both pairs diagonals.
of opposite sides parallel.
Other properties:
• Opposite sides are equal.
Square
• Opposite angles are equal.
A square is a rectangle with all its
• Diagonals bisect each other.
Triangle sides equal.
• Area 5 base 3
• Sum of the interior angles is Other properties:
perpendicular height
180°. • Opposite sides are equal.
• An exterior angle is equal to • Opposite angles are equal.
sum of the opposite interior • Diagonals bisect each other.
angles. Rectangle • Diagonals are equal.
• In an isosceles triangle, the A rectangle is a quadrilateral • Diagonals cross at right angles.
two angles opposite the equal with all its angles 90°. • Diagonals bisect angles.
sides are equal. Other properties: • Area 5 (length)2.
• The sides opposite two equal • Opposite sides are equal.
angles are equal. • Opposite angles are equal.
• The line joining the midpoints • Diagonals bisect each other.
of two sides is parallel to the • Diagonals are equal.
third side and its length is half • Area = length × width.
that of the third side.
• The line from the midpoint of Kite
one side of a triangle parallel A kite is a quadrilateral with two
to another side, bisects the pairs of adjacent equal sides and all
third side. interior angles smaller than 180°.
• Area 5 }12bh. Other properties:
Trapezium • At least one pair of opposite
A trapezium is a quadrilateral equal angles.
h • Diagonals cross at right angles.
with at least one pair of
b parallel sides. • Area 5 half of the product of
Other property: the diagonals.
• Area
5 }12 3 (sum of parallel
sides) 3
(perpendicular
height)

Equivalent definitions
A parallelogram is a quadrilateral with:
• two pairs of parallel sides (original definition)
• two pairs of opposite equal sides
• two pairs of opposite equal angles
• one pair of opposite sides that are parallel and equal
• diagonals that bisect each other
Example
In the diagram NICE is a parallelogram. Show that EC 5 IC.
E N
P
1
2
C I
Solution
In ΔECP and ΔICP:
P1 5 P2 (both equal to 90°)
EP 5 PI (diagonals bisect)
CP 5 CP (common)
 ΔECP  ΔICP (SAS)
 EC 5 IC
Example
^ ^
In the diagram ABCG and BCDE are parallelograms. Show that A
and D
are complementary.
A G
E D
F
1 2 12
B C
Solution
^ ^
5 C
A 1 (opposite angles of a parallelogram equal)
^ ^
D 5 B
2
^ ^
1 + B
C 2 + 90° 5 180° (angles of triangle 180°)
^ ^

C1 + B
2 5 90°
^ ^
A+ ^
D
5 90°  A
^
and D
are complementary.
Chapter 14 Euclidean geometry Term 3 63

Example
The paper knife blade is in the shape 22 mm
of a trapezium.
13 mm
Determine the area of the blade in cm2.
Solution 34 mm
Area 5 } 12 3 (sum of parallel sides) 3 (perpendicular height)
5 } 12 3 (22 1 34) 3 13
5 364 mm2
5 3,64 cm2
Example
KLMN is a rhombus with diagonals KM and LN. K
KP 5 MR P
a) Prove that PLRN is a rhombus. x
b) Determine x. L N
20º Q
Solution
R
a) LQ 5 NQ and KQ 5 MQ (diagonals bisect each other)
KP 5 MR (given)
 KQ 2 KP 5 MQ 2 MR M
 PQ 5 RQ
PLRN is a parallelogram (diagonals bisect each other)
In PLQ and ΔRLQ:
PQ 5 RQ (proved)
LQ 5 LQ (common)
^ ^
PQL 5 RQL (diagonals of rhombus perpendicular)
 ΔPLQ  ΔRLQ (SAS)
 PL 5 LR
PLRN is a rhombus (parm. with two adjacent sides equal)
^
b) L
RQ 5 180° 2 90° 2 20° ( s triangle 180°)
5 70°
^ ^
L
RQ 5 NPQ (alternate  s; NP  LR)
 x 5 70°
Example
Determine the sum of the interior angles of a polygon with five sides.
Solution
A polygon with five sides can be divided
into three triangles.
Sum of interior angles 5 3 3 180°
5 540°

Exercise 14.1
1. Investigate whether or not the pairs of triangles are:

i) similar
ii) congruent.
Give reasons for your answers.
a) A
E
C
B
D
b) P
T
R
S
Q
c) K O
L M N
d) V Z
W X Y
2. KATE is a kite.
Determine angle x.
K
A 112˚ x E
Chapter 14 Euclidean geometry Term 3 65

Trigonometry 2
15
Angles of elevation and depression
Step 1: Read the question carefully.
Step 2: Draw a diagram illustrating the given situation.

Identify possible right angles.
Step 3: Fill in all the given angles and lengths on the diagram.
Step 4: Label that which must be calculated using a letter.
Step 5: Use a suitable trigonometric function to write the unknown length or unknown
angle in one equation, together with given lengths and angles.
Step 6: Solve the equation using the sin, cos, tan, sin21, cos21 or tan21 key on a calculator.
Step 7: Write down a sentence giving the answer rounded off as required, and including the
appropriate units.
Exercise 15.1
1. The ride with the cable car from station A to station B at the top of Table
Mountain takes 16 minutes.
The average speed of the cable car is 2 metres per second and it moves in a
straight line forming a 25° angle with the horizontal.
Find the height of Table Mountain (measured from the level of station A) to the
nearest metre.
B
Cable
A 25°

Example
Two buildings stand on the same horizontal level.
The shorter building is 15 m high and the taller building is 22 m high.
C
A D
38°
22 m
15 m
B E
Caroline stands at the top of the shorter building, at point A.
She first looks up to the top (C) of the taller building and then down to its base (E).
a) Determine the distance between the two buildings in metres, correct to one
decimal place.
b) Calculate CA ^ D, the angle Caroline must look up from the horizontal (AD) to
see point C.
Give the answer correct to the nearest degree.
Solution
a) BA ^ E 5 90° 2 38°
5 52°
BE
 } ^E
5 tan BA
AB
BE
 }
15
5 tan 52°
BE 5 15 tan 52°
≈ 19,20 m
The distance is 19,2 m
b) CD 5 22 2 15
57m
^ D 5  CD
tan CA } AD
7
 19,2
5}
^ D 5 tan21   7
CA } 19,2
≈ 20°
Looking up from the horizontal, the angle formed
is an angle of elevation.
angle of elevation
Looking down from the horizontal, the angle formed

is an angle of depression.
angle of depression
Chapter 15 Trigonometry 2 Term 3 67

Volume and surface
area 16
Essential knowledge
Rectangle
Perimeter of a rectangle 5 2(a 1 b) b
Area of a rectangle 5 a 3 b
a
Rectangle
Square a
Perimeter of a square 5 4 3 a
a
Area of a square 5 a 3 a
Square
Triangle
Area of a triangle 5 }12b 3 h
b
Triangle
Right prism
Definition: Polyhedrons which are bounded by at least two
congruent parallel faces called bases and a set of lateral faces
h
all of rectangular form, are called right prisms.
A
Volume of a right prism 5 A 3 h where A 5 area of the base
and h 5 height. Right
pentagonal
Volume of a rectangular prism: A 3 h 5 (a 3 b) 3 h prism
h b
a
Volume of a rectangular prism
Volume of a triangular prism: A 3 h 5 }12 a 3 z 3 h
c b
h
z
a
Triangular prism

Surface area of a right prism 5 SA
SA 5 2 3 area of the base 1 perimeter of base 3 h
Rectangular prism: SA 5 2 3 a 3 b 1 2(a 1 b) 3 h
Triangular prism: SA 5 2 3 } 12 a 3 z 1 (a 1 b 1 c) 3 h
Circle
Circumference of a circle 5 2πr
r
Area of a circle 5 πr2
circle
Right cylinder r
Volume of a right cylinder 5 πr2h
Surface area of a right cylinder 5 SA
where SA 5 2πr2 1 2πrh h
that is 2 3 area of the base 1 perimeter of base 3 h

Right cylinder
Pyramid
Volume 5 } 13Ah
where A is the area of the base and h is the perpendicular height
Sphere
Volume 5 } 43pr3
SA 5 4pr3
Enlargements and reductions. (k  } 10  k  1)

If both sides of a rectangle or square are enlarged by a scale factor of k
• the area is enlarged by a scale factor of k2
• the circumference is enlarged by a scale factor of k
If each dimension of a right prism or right cylinder is enlarged by a scale factor of k

• the enlargement factor of the volume is k3
• the enlargement factor of the surface area is k2
zz Give answers correct to two decimal places unless otherwise stated.
Example
Consider the Earth as a perfect sphere with a surface area of 514 457 600 km2.
Use p 5 3,14 to determine the radius of the Earth.
Solution
S 5 4pr2
514 457 600 5 4 3 3,14 3 r2
 514
r2 5 } 457 600
4 3 3,14

5 40 960 000
}
r 5 Ï 40 960 000 
5 6 400 km
Chapter 16 Volume and surface area Term 4 69

Example
Determine the volume of the cone.
18 cm s
40 cm
Use 3,14 for p.
Solution
V 5 } 13pr2h
5 } 13 3 3,14 3 92 3 40
5 3 391,2 cm3
Example
Calculate the surface area the cone.
18 cm s
40 cm
Solution
}
s 5 Ï 402 1 92  5 41 cm
SA 5 pr(r 1 s)
5 3,14 3 9(9 1 41)
5 1 413 cm2
Exercise 16.1
1. a) Th
e table contains the dimensions of gift boxes.
The gift boxes are right rectangular prisms.
Complete the table:
Right prism A B C
Length in mm 50 60 72
Breadth in mm 25 30 36
Height in mm 80 96 115
Volume
Surface area
b) Determine the following ratios
(i)  volume
}
A
volume B
volume B
(ii)  }
volume C

(iii) surface area A : surface area B

2. bread-bin has the shape of a prism 20 cm long and its cross section is a
A
rectangle 9 cm by 10 cm with a semicircular top.
10 cm
20 cm
9 cm
a) Calculate the volume of the bin.
b) F
or publicity a large balloon in a similar shape is to be manufactured.
The enlargement has a scale factor of 45.
Determine the volume of the balloon.
3. ifferent brands of pet food are marketed in cylindrical cans as illustrated in the
D
diagram.
a) Calculate (i) the volume and (ii) the surface area of each can as shown.
x
2x
2l 2x
A
x l 2l
C D
l
B

b) If you want to double the volume of food in a cylindrical can, do you double
the radius, the length or both?
4. e African goliath frog is the largest known frog, about 0,3 m long and 3,2 kg
Th
in mass.
The Brazilian gold frog is one of the smallest known frogs, about 98 mm long.
What is approximately the mass of a gold frog?
What assumptions did you need to make?
Brazilian gold frog. African goliath frog.
Chapter 16 Volume and surface area Term 4 71

Probability
17
Probability
Probability
Definitions
• Sample space: the collection of all possible outcomes in a statistical experiment or survey
• Event: any subset of the sample space
number of favourable ways
• Probability of an event 5 }}
total number of ways
• Probability of a certain event 5 1
• Probability of an impossible event 5 0
• The probability of A or B occurring is the probability that A or B or both events occur.
• Events A and B are mutually exclusive if A happening makes it impossible for B to happen
and B happening makes it impossible for A to happen.
• Events A and B are complementary if they are mutually exclusive and the sum of their
probabilities is 1. The complement of A is ‘not A’ or A9 and P(A) 5 1 2 P(A9)
Tree diagrams
Tree diagrams are useful
• as a methodical way of listing all the possible outcomes of a statistical experiment;
• to calculate the probability of consecutive events occurring.
Example
The possible sequences of genders in a family of three children can be read from this tree:
M M
F
M F M
F
F M M
F
F M
F
Assuming that the probability of the birth of a boy and the birth of a girl is always }12:
each of the sequences is equally likely and the probability is }18;
each of the eight sequences is mutually exclusive of any other sequence and the sum of the
probabilities is one.
P(two girls and a boy)
5 P(boy, girl, girl) 1 P(girl, boy, girl) 1 P(girl, girl, boy)
5 }18 1 }18 1 }18
5 }38
Tables
All possible outcomes can also be represented in a table from which probabilities can be
calculated.

Example
The table showed how people are employed in Town A.
Employed people in Town A:
Occupation Number
Manager 50 000
Professional 55 000
Trades 185 000
Labourer 150 000
Other 40 000
Calculate the probability that a randomly chosen employed person in Town A is a labourer.
Solution
 150
P(Labourer) 5 } 000
480 000

5 0,3125
Exercise 17.1
1. From a regular deck of 52 playing cards, what is the probability of drawing:

a) an ace
b) a red card
c) a spade
d) an even numbered card
2. The following 150 orders were recorded by a fast food vendor on one day:
Pap and gravy: 63

Chicken and rice: 42
Hamburger: 15
Vegetarian lasagne: 30
What is the probability that the next order will be for:

a) a vegetarian lasagne
b) pap and gravy or a hamburger
c) anything other than a hamburger?
3. Write the possible outcomes of two consecutive soccer games if each can be won
(W), drawn (D) or lost (L).
Chapter 17 Probability Term 4 73

Cumulative revision
18
Exercise 18.1
1. Sketch the following.

Clearly show intercepts with axes; asymptotes, and turning points.
a) y 5 _ 23
x 14
b) y 5 22x 1 1
c) y 5 2x2 1 4
d) y 5 3x 2 4
e) y 5 2 sin x; x  [2180°; 360°]
f) y 5 cos x 2 1; x  [290°; 360°]
g) y 5 tan x; x  [0°; 360°]
h) y 5 2sin x 1 3; x  [0°; 360°]
i) y 5 }12cos x; x  [2360°; 360°]
j) y 5 2tan x 2 2; x  [0°; 360°]
2. Calculate the values of a, b and c in the diagram:

L
5
T
a
S c 6
N
b
45˚
M
3. Which of the triplets represent the sides of a right-angled triangle?

Give reasons for your answers.
a) 3; 4; 5
b) 4; 5; 6
c) 6; 8; 10
d) 5; 12; 13
4. How high must a ladder be to reach the top of a wall 4 m high if its foot is 3 m
from the wall?
4m
3m

5. I n the diagram M is any point on BC. K is the mid-point of AM and KP  AB with
KS  AC. Show that PS 5 } 12BC.
A
C
B P M S
6. rett inherits R65 000 from his grandfather and deposits the money into a savings
B
account. He plans to use the money for his annual holidays.
At the end of each year he withdraws R17 000.
Calculate how many years the money will last if the interest rate on money in the
savings account is 14% p.a. compounded annually.
7. Prove that AB  CD, if A(23; 8), B(2; 5), C(25; 4) and D(0; 1) are points in the
Cartesian plane.
8. Prove that PQ  RS, if P(27; 2), Q(23; 9), R(21; 21) and S(3; 6) are points in the
Cartesian plane.
9. a) A lettered cube and its net are shown. A B C
Which letter should appear on the blank face shown D
B
on the top of the cube? E A
b) The diagram represents a view of an ordinary dice. F

The number of dots on opposite faces add up to seven.
On this net of the dice put the correct number of dots on the blank faces.
10. A
box with a square base contains 24 biscuits.
The dimensions of each biscuit is 8,5 mm 3 4,25 mm 3 1,75 mm.
a) Calculate the volume of the 24 biscuits.
b) If the height of the box is 21 mm, calculate the dimensions of the base of the
box.
11. The given table summarises the heights and weights of 130 rugby players.
They are categorised as being heavy or light and tall or short:
Heavy Light Totals
Tall 55 20 75
Short 17 38 55
Totals 72 58 130
What is the probability that a randomly chosen player, involved in the survey is:
a) heavy
b) short
c) heavy and tall
d) neither heavy nor tall.

Answers
Algebra 1
Exercise 1.1 Page 4
1. a) 0,15 b) 11,90 c) 7,40

2. a) x  7 b) x ≠ 10
3. a) Irrational b) Rational c) Irrational
d) Rational e) Rational f) Rational
Exercise 1.2 Page 4
1. a) x2 1 3x 1 2 b) x2 2 3x 1 2 c) x2 1 10x 2 24
d) 10 1 3y 2 y2 e) 2y2 2 7y 2 4 f) 3m2 2 14m 1 8
g) x2 2 } 14 h) x2 2 } 19 i) x2 2 14x 1 49
j) 2x2 1 10x 2 25
2. 5x2 1 31x 2 28
3. a) y3 2 5y 2 2 b) x3 2 2x2 1 1 c) a3 2 1
d) x3 2 y3 e) 22x3 1 5x 2 1
Exercise 1.3 Page 5
1. a) y(y 1 8) b) ac(b 2 1)
c) 3a(a 2 4) d) y(x 1 1 2 z)
e) 24(b 1 5) f) ab(5ab2 2 15a 1 1)
g) (x 2 1)(1 2 y) h) (m 2 n)(k 1 3)
2. a) (x 2 y)(x 1 y) b) (3x 2 y)(3x 1 y)
c) (m 2 2n)(m 1 2n) d) (4a 2 5b)(4a 1 5b)
e) (x 2 y)(x 1 y)(x2 1 y2) f) (x 2 y 2 a 1 b)(x 2 y 1 a 2 b)
g) (10 2 mn)(10 1 mn) h) 1 a 2  }12  21 a 1  }12  2
3. (x 1 12)
4. a) (x 1 1)(x 1 1) b) (x 2 1)(x 2 1) c) (y 1 4)(y 2 3)
d) (y 1 6)(y 2 2) e) (y 2 4)(y 1 3) f) (y 2 12)(y 1 1)
g) (y 2 6)(y 1 2) h) (y 1 12)(y 2 1) i) (y 1 12)(y 1 1)
j) (y 1 2)(y 1 6) k) (y 2 2)(y 2 6) l) (y 2 1)(y 2 12)
m) (y 2 4)(y 2 3) n) (y 1 4)(y 1 3) o) (a 2 9)(a 2 5)
p) (a 1 3)(a 1 15) q) (2m 1 1)(2m 1 1) r) (4m 1 1)(m 1 1)
5. a) (x 1 y)(1 1 a) b) (m 2 n)(1 1 k) c) (x 2 y)(p 1 q)
d) (a 2 b)(x 2 y) e) (2 2 m)(3x 1 y) f) (a 2 2)(3b 2 1)
6.  (x 22x
}}
28
1)2 (x 1 1)


Exponents 6
Exercise 2.1 Page 7
 2a
4
1. a) 15x3y5 b) } b2
c) 3x14y4
1
d) }
 5m e) 3a3b2 f) x2yz4
g) } 49 h) 1 i) 1
j) 24 k) 1 l)  }81
m) 0 n) 1
Exercise 2.2 Page 8
1. a) 3n
b) 23n
c) 21
d) 27
1
2. a)  }
15

b) 2}  13
3

Numbers 9
Exercise 3.1 Page 11
1. a) Pattern A: 9; 11; 13 b) Pattern B

Pattern B: 20; 25; 30
2. a) 11; 18; 29; 47; 76; 123 b) 23; 37; 60; 97; 157; 254
3. a) 7; 9; 11 b) 1; 4; 7 c) 8; 10; 12
1 1 1
d) 4,4; 5,5; 6,6 e) }
 27 ;}
 81 ; }
 243 f) 15; 21; 28
g) 32; 64; 128 h) 25; 36; 49 i) 29; 212; 215
j) 12; 13; 13 k) 3 }12; 4 }12; 5 }12 l) 4,0x; 3,5x; 3,0x
m) x 1 3; x 1 5; x 1 7
n) 216; 220; 224
4. a) 23; 21; 1 b) 28; 26; 24 c) 210; 25; 0
d) 220; 215; 210 e) 22,5; 21,25; 0 f) 17x; 15x; 13x
g) x 2 8; x 26; x 2 4
5. 2; 21; 24; …
6. a) The pill counter will have 5 pills in its 5th row.
b) n
c) 8
Answers 77

7. a) Pattern number (x) 1 2 3 4 5 6
Number of sticks needed (y) 5 9 13 17 21 25
b) y 5 4x 1 1
8. a) 16 b) 20
9. a) 10 b) 21
10. a) 1; 1; 2; 3; 5; 8; 13; 21; 34; 55
Equations 13
1. a) x 5 11 b) x 5 11 c) y52
1 d) x 5 1
e) y 5 25 f) x 5 22 g) x 5 25 }12 h) y 5 27
2. a) x 5 12 b) y 5 210 c) x51 d) y 5 7 }12
e) y 5 1 f)  11
x5} 12
g) x 5 1 h) y 5 4
i) x 5 2 }13 j) p 5 } 13
3. a) x 5 5 or x 5 25 b) y 5 6 or y 5 26 c) x 5 3 or x 5 22
d) x 5 0 or x 5 5 e) y 5 0 or y 5 10 f) y 5 0 or y 5 1
g) y 5 5 or y 5 2 4 h) m 5 25 or m 5 2 i) x 5 a or x 5 2b
j) x 5 2 6 or x 5 3 k) x 5 2  }23 or x 5 } 13 l) x 5 } 12 or x 5 2 }12
4. a) x 5 5 b) x 5 3 c) x56 d) y 5 4
e) y 5 3 f) x 5 −3 g) x 5 −4 h) x 5 0
i) x51 j) x52 k) x 5 −3 l) x 5 1 }12
5. a) x 5 5 and y 5 4 b) x 5 0 and y 5 1 c) a 5 4 and b 5 2
d) x 5 1 and y 5 24 e) a 5 25 and b 5 24 f) x 5 2 and y 5 1
6. a) x  3 b) x  −9
c) x2 d) x  25
e) x  24 f) x  210
7. 7  x  16
7 16 –8 1
8. a) x 5 5 }12 b) y 5 27
9. 37
– ¤ and 38 2 3 7
10. Length 5 4 units and breadth 5 3 units

11. 7 3and 8 8

Trigonometry 17
1. a) } 45 b) }5 3
c) } 43 d) }5 3
2. a) and b) y
4 P(3; 4)
5
θ
x
3
c) (i) }4 3 (ii)  }45 (iii) 1 (iv)  }35

8
3. a) }
 17
b)  15
} 17

4. a) A b) 1 c) 1
_
√2
B C
1. a) 0,64 b) 20,23 c) 1,71 d) 0,45

e) 21,29 f) 1,39
2. a) 0,49 b) 20,54 c) 1,69
3. a) 60° b) 54,29°
Quadrant x, y, and r Definition Sign Calculation

y
a) I x: 1, y: 1, r: 1 }  r 1 0,64
y
b) IV x: 1, y: 2, r: 1 } x _ 25,67
c) IV x: 1, y: 2, r: 1  }xr 1 0,94
y
d) II x: 2, y: 1, r: 1 } x _ 25,14
x
e) I x: 0, y: 1, r: 1 }  r 0
y
f) II x: 2, y: 1, r: 1 }  r 1 1,0
2. a) II b) III c) I
d) IV e) III
Answers 79

1. a) 49,56 b) 29,72° c) 11,34 d) 2,55

e) 45° f) 77,17
Cumulative revision 21
5 2 5y 7y
1. a) }
  y2 b)  }
2

c) 1 23x 1 6
d)  } x2
2. a) 1 b) b 2 a
c) 31y d) x 1 2z
e) x11 f) r 1 s
3. a) 8; 27; 64 b) 125; 216
c) The product of three consecutive numbers plus the middle number, give a
cube.
4. a) x 5 23 or x 5 10
 249
b) x  }
5. 6,6 m
Functions 1 22
1. a) {21; 0; 1; 2; 3} b) {2; 4; 6; 8; 10} c) y

10
9
8
7
6
5
4
3
2
1
x
–2–1 0 1 2 3 4
2. a) (i) { 21; 22; 24; 4; 2; 1}

(ii) (24; 21); (22; 22); (21; 24); (1; 4); (2; 2); (4; 1)
(iii) y
4
3
2
1
x
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4

b) (i) { 3} (ii)
{(22; 3) (21; 3) (0; 3) (1; 3)}
(iii) y
4
3
2
1
x
–3 –2 –1 1 2
3. a) 4
b) 2a 1 2
4. h(21) 5 12
x
5. f(x) 5 }
 x 2 2

a) R 2 { 2}
b) (i) ƒ(1) 5 21 (ii) undefined (iii) 0
a a1h
c) (i) ƒ(a) 5  }
a22
(ii)  a}11
a21
(iii)   }
a1h22

}
6. a) (2; 4] b) Ï 24 Non real
7. a) x2 2 2x
b) x 5 3 or x 5 21
8. a) (i) 3 6 t
24 48 8t
(ii) s 5 8t
(iii) s(t) 5 8t
(iv) continuous
b) (i) 2 5 7 n
90 150 190 20n 1 50
(ii) c 5 20n 1 50
(iii) c(n) 5 20n 1 50
(iv) discrete
c) (i) 4 6 n
6 4  24
} n
24
(ii) d 5  }
n
24
(iii) d(n) 5  }
n
(iv) discrete
1. y
6
(iv) y = x + 3
5
4
3 (i) y = x
2
1 (iii) y = _x – 1
2
x
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4 (ii) y = –2x
–5
–6 Answers 81

a) (i) and (iv) parallel
b) (ii) and (iii) perpendicular
c) steepness a  0, decreasing
a  0, increasing
d) y-intercept q: shift up if q  0
shift down if q  0
1. a), b), c), d) x2

y= _
2
y
10
y = 3x2 + 12
+8
8
2x 2
y=
x
–6 –4 –2 2 4 6
–2
–4
–6
–8
–10
y = –x2
–12
2. a) The bigger the value of a the closer the arms.

Affects shape. If a  0 arms go up and if a  0 arms go down.
b) q  0 shift up
q  0 shift down
c) a  0 max; a  0 min
d) Let y 5 0 and solve for x.
e) Range a) (2; 0] b) [212; ) c) [0; ) d) [8; 2)
1. a) (i) y
4
3
y = x2_ + 1 2
1
x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
–4
–5

y
(ii)
x
–3 y = x2_ – 3
b) (i) Domain R 2 {0}

Range R 2 {1}
(ii) Domain R 2 {0}
Range R 2 {23}
2. a) q  0 shift up
q  0 shift down
b) (i) x 5 0; y 5 1
(ii) x 5 0; y 5 23
1. y
y = 4–x y = 4x
5
y = 2–x
4 y = 2x
3
2
1
x
–4 –3 –2 –1 1 2 3 4
2. a) 1 y
y= 2
x
+1
6
5
4
x
1
y= 2 –2 3
2
(ii)
1
y = 2–x
x
–3 –2 –1 1 2 3
–1
(iii)
–2
Domain Range Asymptotes x-intercept y-intercept

(i) ℝ (0; ) y50 2 (0,1)
(ii) ℝ (1; ) y51 2 (0,2)
(iii) ℝ (22; ) y 5 22 (21, 0) (0,21)
b) Shifts graph up if q  0, down if q  0.
Answers 83

3. a) y
(ii)
(i)
(iii)
3
1
x
–1 1
b) y
(ii)
(i)
(iii) 3
1. a) y
b) y
y = 2x2
6 4
5 3
4 2
3 1
2 x
–3 –2 –1 0 1 2 3
1 –1
y = –x2
x –2
–4 –3 –2 –1 1 2 3 4
–1 –3
–2 –4
–5
Domain: R
Domain: R
Range: R
Range: [0; )
c) y d) y
9
4 8
7
3 y = 2x 6
5
2 4
y = 3–x 3
1 2 y = _6x
1
x x
–3 –2 –1 1 2 3 –4 –3 –2 –1–1 1 2 3 4 5
–2 y = –_4x
–3
–4
Domain: R –5
Range: (0; )

e) y f) y
1
x
–5 –4 –3 –2 –1–1 1 2 3 4 5 1
y = _6x –2
–3 y = –3x 2
–4
–5 –360 –270 –180 –90 90 180 270 360 u
–6
–7 –1
–8
–9
g) y h) y
3 3
2 2
1 1
u
–360–270–180–90 90 180270 360 u –360–270–180–90 90 180 270 360 450 540 630 720
–1 –1
–2 –2
–3 –3
i) y j) y
4
3
3
2 2
1 1
u
–360 –270 –180 –90 90 180 –180 –90 45 90 180
u
–1
–2 –1
–3 –2
–4
–3
Functions 2 36

}
1. a) A(22; 0) b) AB 5 2Ï 5  c) a53
B(0; 4)
d) m 5 24 e) x  22 f) x  22
2. a) AB 5 7 b) C1 } 72; } 32  2 c) KM 5 9
3. a) HE 5 22 b) x 5 22 c) x  23
d) x  2 }45 e) x  23 f) x ∈ 1 23; 2 }45  2
g) x  0 h) 3,3 square units i) g(1) 5 12
j) x 5 24 k) f(0) 5 22
4. a) 360˚ b) 1 c) 1 when x 5 90°
d) 21 when x 5 180° e) x 5 45° and x 5 225°
f) (i) x ∈ [45°; 225°]
(ii) x ∈ (90°; 180°) or x ∈ (270°; 360°)
Answers 85

5. a)
2
1
0 90 180 270 360

–1
–2
b) x 5 153° or x 5 333° c) x ∈ [153°, 333°]

d) x ∈ [0°; 90°) or (270°, 360°] e) x ∈ (180°; 360°)
6. a) Let x be hours worked; I be the income.
I 5 100x 1 120
b) R420 c) 6 hours
d)
720 I = 100x + 120
700
600
Income (R)
500
420
400
300
200
120
100
1 2 3 4 5 6 7
Time in hours
Geometry 39
}
1. a) x 5 60° b) x 5 15 c) x 5 Ï 119 
}
y 5 60° y 5 10 y 5 Ï 41 
z 5 110° z 5 40°
d) x 5 60° e) x 5 50° f) x 5 65°
y 5 40° y 5 12 y 5 8
z 5 80° 3 5 11
2. a) Congruent SAS
b) Not congruent
c) Congruent RHS
d) Congruent AAS
e) Congruent SSS or AAS or SAS
3. a) x 5 4 b) x 5 45
 40
y 5 } 3

c) x 5 6 d) x 5 6
y 5 4 y 5 3

Cumulative revision 45
1. a) (0; 32)(5; 41)(10; 50)

Degrees Fahrenheit
y
F = (_95) C + 32°
59
32 A
10
x
–12.2–10 –5 5 10 15
Degrees Centrigrade
2. y
y=x+3
3
x
–3
3.
17 y = 2x + 1
15
1 2 3 4 5 6 7 8 9 10
b) a 5 17; b 5 9; c 5 16 c) y 5 2x 1 1
Analytical geometry 46

}
1. a) 13 units b) 25 units c) 4Ï 5  units
2. a 5 211 or a 5 1
3. Proof
4. a) Proof
b) Proof
5. a 5 211 or a 5 1
6. p 5 0 or p 5 4
}
7. PQ 5 3Ï2  units
Answers 87

1. a) (5; 8) b) (22; 2) c) (1; 2)

2. a) a 5 9 b) a 5 25 c) a 5 8; b 5 23
3. a) (11; 2) b) 5 units
}
4. a) (1; 0) b) Proof c) Ï 26 
}
5. a) (2; 1) b) 5Ï2 
6. (22; 21)
7. (213; 14)
8. (3; 1)
1. a) 23 b)  }14 c) 1
2. a) Collinear
b) Collinear
c) Collinear
3. a) Not parallel
b) Parallel
1. 213 or 3
b) 1 23 }12; 3 }12  2
}
2. a) 5Ï2  c) 2
d) 3 2 t e) 1
} }
3. a) (2; 3) b) 3Ï5  c) 3Ï 10 
d) 45 square units
4. 12 or 2
}
5. a) 2Ï2  b) (5; 5)
}
c) 7Ï2  d) 14 square units
Financial mathematics 53
1. a) R42 850,32 b) R36 100

2. R43 750
3. R50 283,93
4. a) R118 000 b) R116 923,03
5. a) R50 627,97 b) R37 440
1. a) R85 500 b) R138 937,50 c) R2 315,63

d) R148 437,50 e) R183 237,50

2. a) R31 416 b) R872,67 c) R35 016
1. a) R41 573 500

b) 55 241 500
2. R624
3. R22 068,97
4. a) R166 005
b) R1 770,72
Statistics 57
1. a) Mean 27,07
Median 27
Mode 26
b) Mean 73,59
Median 74
Mode 76
2. a) Modal interval 150 000  x  200 000
Median interval 100 000  x  150 000
Mean 145 915
b) Modal interval 60 – 69
Median interval 60 – 69
Mean 59,5
3. Median 37
Upper quartile (Q3) 48
Lower quartile (Q1) 26
Range 52
Interquartile range (IQR) 22
4. a) 5 0; 1; 1; 2; 3; 3; 4; 5; 5; 5; 5; 5; 7; 8; 8; 8; 8; 9
6 0; 1; 1; 1; 2; 3; 5; 6; 7
7 2; 4; 7
Key: } 50 5 50
b) 59,2 58; 55
c) 37%
Answers 89

Euclidean geometry 62
1. a) (i) ABC  DEC

(ii) ABC  DEC
b) (i) PQR  STR
(ii) PQR  STR are not congruent
c) (i) KLM and OMN are similar
(ii) KLM and OMN are not congruent
d) (i) VWX  ZXY
(ii) VWX  ZXY
2. 68°
Trigonometry 2 66
1. 895,31 m
Volume and surface area 68
1. a) Volume A 5 100 000 mm3

Volume B 5 172 800 mm3
Volume C 5 298 080 mm3
Surface area A 5 14 500 mm2
Surface area B 5 20 880 mm2
Surface area C 5 30 024 mm2
b) (i) 0,58
(ii) 0,58
(iii) 0,70
2. a) 2 436,17 cm3
b) 221 996 220,2 cm3
3. a) Cylinder A B C D
Volume px22ℓ px2ℓ p4x2ℓ p4x22ℓ
Surface 2px2 1 2px2ℓ 2px2 1 2pxℓ 2p4x 1 2p2xℓ 2p4x2 1 2p2x2ℓ
2
area
b) Double the length

4. Mass is approximately 0,105 kg.
Assumption is that the weight of both frogs is proportional to their lengths.

Probability 72
1. a) 0,077 b) 0,5 c) 0,25 d) 0,385

2. a) 0,2 b) 0,52 c) 0,9
3. a) WW b) WD c) WL
d) DW e) DD f) DL
g) LW h) LD i) LL
1. a) y b) y = 2–x + 1
y
4
5
3
4
2
3 y = –_3x + 4
1
2
x
1 –4 –3 –2 –1 1 2 3 4
x
–3 –2 –1 1 2 3
–1
–2
–3
–4
–5
–6
–7
c) y d) y
4 1
y = –x2 + 4
3 x
–3 –2 –1 1 2 3
2 –1
1 –2
x –3
–4 –3 –2 –1 1 2 3 4
–1 –4
–2 –5
e) y f) y
3 1
2 x
–90 0 90 180 270 360
1 –1
x –2
–180 –90 0 90 180 270 360
–1 –3
–2 –4
–2
Answers 91

g) h) y
1 4
3
0 45 90 180 270 360
2
1
x
0 90 180 270 360
–1
–2
i) y
j) 3
1
2
0.5 1
x
0 45 90 180 270 360
–360 –270 –180 –90 0 90 180 270 360 –1
–1 –2
–3
–4
2. a55
b 5 12
c 5 45
3. a) a), c), d), f )
Agree with Theorem of Pythagoras.
4. 5 m
5. Proof
6. 5 years
7. Proof
8. Proof
9. a) F
b) 2 6
4
10. a) 63,22 cm2 b) 8,4 cm

11. a) 0,554 b) 0,423
c) 0,42 d) 0,292

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J Aird, H Barno, R Karam, M Koli, M Pike,

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ISBN: 978 0 7962 3728 6

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© Pearson South Africa (Pty) Ltd

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Heinemann is an imprint of Pearson South Africa (Pty) Ltd

First published in 2012

ISBN: 978 0 7962 3728 6

Edited by Madeline Trollope

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Chapter 6 Cumulative revision 21

Chapter 10 Cumulative revision 45

Chapter 12 Financial Mathematics  53

Chapter 14 Euclidean geometry 62

Chapter 18 Cumulative revision 74

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zz You already know

Example Example Example

Chapter 1 Algebra Term 1 1

9780796237286_crs_mat_g10_prb_eng_za.indb 1 2016/11/09 05:16:10 PM

Multiplication of algebraic expressions

The product of two binomials The product of two identical binomials

The product of a binomial and a

Common factor Difference of two squares Trinomials

Factorising by grouping in pairs

2 Classroom Mathematics Grade 10 Practice Book

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Multiplication and division Addition and subtraction

Note the difference between the answers.

Simplification of fractions by factorising

Example Example Example

Solution Solution Solution

Chapter 1 Algebra Term 1 3

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1. Round off the numbers to two decimal places.

1. Expand and simplify by collecting like terms.

4 Classroom Mathematics Grade 10 Practice Book

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1. Factorise the algebraic expressions by finding the common factor.

2. Factorise the expressions consisting of the difference of two squares.

4. Factorise the trinomials and test the answers by multiplying.

5. Factorise the expressions by grouping pairs of terms.

Chapter 1 Algebra Term 1 5

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6 Classroom Mathematics Practise Book Grade 10

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Simplify and write with positive exponents.

m) x​ }12​1 x​ }12​2 2​Ï}

Chapter 2 Exponents Term 1 7

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8 Classroom Mathematics Grade 10 Practice Book

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zz Patterns can be represented

Pattern 1 Pattern 2 Pattern 3

Pattern 4 Pattern 5 Pattern 6

Chapter 3 Numbers Term 1 9

Chapter 6 Cumulative revision 21

Chapter 10 Cumulative revision 45

Chapter 12 Financial Mathematics 53

Chapter 14 Euclidean geometry 62

Chapter 18 Cumulative revision 74

m) x }121 x }122 2Ï}

2. If sin  5 } 35 and   [0°; 90°]

c) e table shows how long it takes a certain number of workers to complete a