Mathematics N3 Study Guide

STUDY GUIDE
NATIONAL N CERTIFICATE IN
ENGINEERING STUDIES
MATHEMATICS N3
SUBJECT CODE: 8090283
DAMELIN
2024
TABLE OF CONTENTS
Welcome Note 3
Mission and Vision Statement of Damelin 4
Student Support 5
Words you need to know 6
Assessments 7
Course Objectives 8
Prescribed and recommended Books and Websites 9
Module 1: Factors And Common Factors 10
Module 2: Exponents, Surds And Logarithms 17
Module 3: Equations, Word Problems And Manipulation Of Technical Formulae 25
Module 4: Geometry Of Coordinates 34
Module 5: Sketching Graphs 42
Module 6: Differential Calculus 49
Module 7: Trigonometry 54
Copyright: In terms of the Copyright Act, no 98 of 1978, no part of this manual may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording or by any other information storage and retrieval system without permission in writing from
Damelin.
Page 2 of 57
DAMELIN STUDY GUIDE MATHEMATICS N3 VERSION 7 2024
WELCOME NOTE
Dear Student,
Damelin Management and Staff take pride in welcoming you as a student of this institution We hope that
you find both your time of studies to be an informative and exciting experience.
This course is developed to prepare you for a future career, equipping you with the necessary competencies
required in your chosen career field. We would like to encourage you to interact with other students and
staff as you can build lasting friendships and future contacts.
This study guide aims at assisting you in and giving you a better understanding all the content and
information in order to grasp the subject. This study guide is not to be used in isolation of a recommended
textbook and recommended reading and research. The study guide was developed with view to assisting
you and giving you a better understanding all the content of your course.
Wishing you all the best for your studies
DAMELIN MANAGEMENT AND STAFF
Page 3 of 57
DAMELIN
VISION
To lead and inspire quality private education and training throughout Southern Africa and the African
continent
MISSION
We pride ourselves on being the provider of quality learner focused education. It is our mission to
deliver innovative, yet relevant programmes on multiple NQF levels while contributing with integrity and
commitment to the community ideals of skills development and employability. Our mission is to meet
regulatory requirements as they apply to private institutions and exceed the expectations of quality
Our core values are:

• Academic commitment
• Reputable and quality brand
• Innovative relevant programmes
• Skills development and employability
• Integrity
• Entrepreneurial spirit
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STUDENT SUPPORT
The support systems which we at Damelin have put in place to support to our students, aims to have a
significant influence on how well our students will achieve. Students Support will assist students to
achieve academically, to make the correct programme choices, and be oriented into Further Education
and Training opportunities at Damelin.
Damelin envisages to provide holistic services to students that embraces the full range of any single
student’s interaction with the College.
• Selection and Placement into

Pre-entry appropriate programmes
Admission
• Contract of enrolment
• Orientation and Code of Conduct
• Academic Support
Performance monitoring and
STUDENT On course feedback, Workshops, Study
SUPPORT Academic Guides, Academic Advising
programme Centre
• Personal Support
Life skills, counselling, Health
and Wellness
Exit • Higher Education

• Self-employment
Work
• Employment
readiness • In-service Training
Students are encouraged to make use of the Student Support Services available on each of our campuses.
Each campus has Lecturer consultation times where you will be able to have a consultation with your
subject lecturer should you require additional support.
Page 5 of 57
WORDS YOU NEED TO KNOW________________________________________
Below is a list of question instruction words that are commonly used in activities and exams. The
explanations below suggest the type of answer you are generally expected to provide for each instruction.
Before answering a question, check the mark allocation to ensure you are providing the right amount of
information.
Instruction word What you need to know

Account for Explain why, give reasons for.
Annotate Add notes to the text or a diagram.
Calculate Work out an answer mathematically using the information provided. Show all
your workings.
Compare Identify similarities (and differences) between two or more things.
Complete Finish.
Construct Draw something accurately using your ruler, pencil, compass and protractor.
Convert Write the quantity in different units.
Define Give the exact meaning of something in a short statement, mathematical
equation or scientific formula.
Describe Give a detailed explanation of how or why something happens.
Determine Find out something by research or calculation.
Discuss Explain, giving several different views on the issue; explore similarities and
differences and draw conclusions on the possible implications as well as
giving your own position on the issue
Distinguish Set something apart as different from the rest.
Draw Make a diagram or picture of something.
Estimate Give an approximate.
Expand Multiply out the bracketed terms of an equation.
Express Show something in words or figures.
Examine Investigate closely.
Explain Give reasons for.
Factorise Divide a number into factors.
Identity Point out and describe.
Indicate Show or point out.
Interpret Explain the meaning of something and show that you understand it.
List Provide an itemised series of parts, reasons or qualities, possibly in a table.
Mathematise Show or point out.
Manipulate Rearrange an expression or equation.
Prove Show that something is true.
Provide Give.
Read off Determine values from a graph and write them down.
Simplify Reduce an expression to a simpler form using the rules of arithmetic.
Sketch Draw something roughly without using instruments.
Solve Work out the solution to a mathematical problem.
State Express something in clear terms using one or two short sentences.
Substitute Replace a variable with its actual value.
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ASSESSMENTS
FORMATIVE ASSESSMENTS:
These are compulsory internal assessments which are compulsory and contribute towards your Term Mark.
1. NATIONAL TEST
• DURATION OF TEST: 1½ HOURS
• TOTAL MARKS: 50
• WEIGHTING TOWARD TERM MARK: 30%
2. NATIONAL DP EXAMINATION
• DURATION OF DP EXAM: 3 HOURS
• TOTAL MARKS: 100
• WEIGHTING TOWARD TERM MARK: 70%
SUMMATIVE ASSESSMENTS:
These are external assessments from the DHET. Students must be registered with the DHET in order to write these
assessments.
ENTRANCE TO SUMMATIVE EXAMINTION REQUIREMENT:
80% ATTENDANCE RATE AND MINIMUM TERM MARK OF 40%
• DURATION OF NATIONAL EXAMINATION: 3 HOURS
• TOTAL MARKS: 100
• WEIGHTING OF FINAL MARKS:
➢ TERM MARK: 40%
➢ EXAMINATION MARK: 60%
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MATHEMATICS N3
COURSE OBJECTIVES
Students should understand the mathematical principles taught in each module in such a way that they
will be able to apply these principles in engineering science and other trade theories which they study.
LEARNING OUTCOMES
On completion of this course the students should be able to:

• Apply the mathematical principles mastered by him to his specific trade theory.
• Use the correct mathematical terminology and to identify the appropriate formulae
• Use the correct SI units and derived units
• Commence with the study of Mathematics N4
• Apply the basic principles he has mastered in the workplace and everyday life
• Reason logically when seeking solutions to mathematical and scientific problems
• Function effectively in his working environment and to make sense of the extended technology
that he is confronted with
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PRESCRIBED BOOK
TITLE AUTHOR/S EDITION ISBN NO PUBLISHER

Mathematics N3 MJJ van 9781430803676 Macmillan
Rensburg
RECOMMENDED READING
TITLE AUTHOR/S EDITION ISBN NO PUBLISHER
Mathematics N3 MJJ van 9781430803676 Macmillan
Rensburg
WEBSITE
1 mybroadband.co.za/vb/showthread.php/478526-n3-maths-
notes-and-past-paper
2 togetherwepass.co.za/shop/mathematics-n3/
3 www.searchforit.info/past-exam-papers.html
4 www.quantumtutors.co.za/
5 https://books.google.co.za/books?isbn=0080966535
MANDATORY COURSE REQUIREMENTS
Students must meet all internal and external assessment requirements in order to pass this subject. A term
mark of 40% and mandatory class attendance of 80% of all lectures per programme is required to gain
entrance into the Summative Assessment.
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MODULE 1: FACTORS AND COMMON FACTORS
LEARNING OUTCOMES
On completion of this module the students should be able to:
➢ Factorise polynomials containing common factors
➢ Solve quadratic trinomials with no limitations on any term
➢ Solve quadratic trinomials with common factors
➢ Factorise the difference between two squares
➢ Deduce the quadratic formulae
➢ Apply the residue and factor theorems to cube functions
➢ Multiply and divide algebraic fractions
➢ Add and subtract algebraic fractions
➢ Simplify fractions within fractions
TOPICS
➢ Common factors
➢ The quadratic trinomial
➢ Squares
➢ Cube functions
➢ Algebraic functions
1.1 Common factors
The process where a number, term or expression is written as a product is called factorisation. Common
factors means that the same factor is present in every term .For example k is a common factor in 𝑘𝑎 + 𝑘𝑏.
Example
Solve into factors
2𝑎𝑥 + 8𝑥 − 16𝑏 𝑥
Solution
2𝑎𝑥 + 8𝑥 − 16𝑏 𝑥 = 2𝑥(𝑎 + 4 +
8𝑏)ℎ𝑒𝑟𝑒 𝑤𝑒 𝑠𝑎𝑦 𝑡ℎ𝑎𝑡 2𝑥 𝑖𝑠 𝑡𝑎𝑘𝑒𝑛 𝑜𝑢𝑡 𝑎𝑠 𝑎 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟 𝑎𝑠 𝑖𝑡 𝑐𝑎𝑛 𝑏𝑒 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑖𝑛 𝑡𝑜 𝑎𝑙𝑙 𝑡ℎ𝑒 𝑡𝑒𝑟𝑚𝑠
Another alternative is to use the method of dividing
Example
1
Factorise 1 + 𝑥 2 so that one factor must be
𝑥
Solution
1 𝑥
1 + 𝑥 2 [ 𝐴 𝑓𝑎𝑐𝑡𝑜𝑟 𝑚𝑢𝑠𝑡 𝑏𝑒 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑡ℎ𝑒 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛 𝑏𝑦
𝑥 𝑥
𝑥
And therefore, it becomes (1 + 𝑥 2 )
𝑥
1 𝑥 1
(𝑥. 1 + 𝑥. 𝑥 2 ) [𝑑𝑖𝑣𝑖𝑑𝑒 𝑖𝑛𝑡𝑜 . 𝑥 𝑎𝑛𝑑 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑦 𝑥]
𝑥 𝑥 𝑥
1
= (𝑥 + 𝑥 3 )
𝑥
Grouping
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Sometimes the terms have to be arranged and regrouped before factors can be found.
Example
Resolve 𝑎𝑝 + 𝑎𝑥 + 4𝑝 + 4𝑥 into factors
Solution
𝑎𝑝 + 𝑎𝑥 + 4𝑝 + 4𝑥 [Group terms 1 and 2 as well as 3 and 4 ]
=𝑎(𝑝 + 𝑥) + 4(𝑝 + 𝑥)[𝑎 𝑎𝑛𝑑 4 𝑎𝑟𝑒 𝑐𝑜𝑚𝑚𝑜𝑛 𝑓𝑎𝑐𝑡𝑜𝑟𝑠 . 𝑇𝑎𝑘𝑒 𝑜𝑢𝑡 𝑎 𝑎𝑛𝑑 4]
=(p+x)(a+4) [take out (p+x) from term I and term 2]
1.2 Quadratic trinomials
Generally, a quadratic trinomial looks like 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 or 𝑎𝑥 2 + 𝑏𝑥𝑦 + 𝑐𝑦 2 where a, b and c are constants.
Factorising quadratic trinomials involves the process followed in the following example
Example
Factorise 𝑥 2 − 𝑥 − 6
Solution
𝑥2 − 𝑥 − 6 Here a=1,b=-1and ac =-6
=𝑥 2 + (𝑝 + 𝑞)𝑥 − 6 [p and q are factors of ac=6 in which if you add them they should give you b =-1 ]
=𝑥 2 + (−3 + 2)𝑥 − 6 [the factors of -6 in which if u add them will give you-1 are -3 and 2 .They are the p
and q]
=𝑥 2 − 3𝑥 + 2𝑥 − 6 [remove the brackets]
𝑥2 3𝑥 2𝑥 6
=𝑥 ( − ) + 2( − ) [group the first two terms and take out x and group the last two terms and take out
𝑥 𝑥 2 2
the common factor 2
=𝑥(𝑥 − 3) + 2(𝑥 − 3)
𝑥(𝑥−3) 2(𝑥−3)
=(𝑥 − 3)[ + ] [take out x-3 as it is a common factor]
𝑥−3 𝑥−3
=(𝑥 − 3)(𝑥 + 3)
NB: If the sign of the third term is +, the sign for the factors will be the same and if the sign is negative then
the sign will differ
The traditional method
Example
𝑥 2 − 2𝑥 − 3
=(x-3)( x+1)
Method
1. Write down the factors of the first term and underneath each other
2. Write down the factors of the last term underneath each other just to the right of the factors of the
first term
3. Multiply across each other and write down the same horizontal plane
4. Try to find the middle term by adding or subtracting your answers
5. This shows the signs of the factors and you can then insert them in the brackets
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1.3 Squares
The product of the sum of the difference of two variables is equal to the difference between the square of
the variables. Variables of the difference between two squares can be found.
If an equation is in the form of (𝑎2 − 𝑏 2 ) Therefore the answer after factorising is ((𝑎 + 𝑏)(𝑎 − 𝑏)
Example
Resolve the following into factors
a) 4 − 𝑥 2
b) 8 − 32𝑝2
Solution
a) 4 − 𝑥 2
= 22 − 𝑥 2
=(2 − 𝑥)(2 + 𝑥)
b) 8 − 32𝑝2
= 8(1 − 4𝑝2 )
=8(1 − 22 𝑝2 )
=8(1 − 2𝑝)(1 + 2𝑝)
1.4 Completing the square
It is a method used to solve quadratic equations.
Example
Solve for x by completing the square 𝑥 2 + 8𝑥 − 6 = 0
Solution
𝑥 2 + 8𝑥 − 6 = 0
𝑥 2 + 8𝑥 − 6 + 6 = 0 + 6 [Add 6 on both sides]
𝑥 2 + 8𝑥 =6
8 8
𝑥 2 + 8𝑥 + ( )2 = 6 + ( )2 [Divide the coefficient of x, square it and then add to both sides of the equation]
2 2
(𝑥 + 4)2 = 6 + 16 [Factorise the resulting expression]
(𝑥 + 4)2 = 22
1 1
[(𝑥 + 4)2 ]2 = ±(22)2 [Find the square root of both sides]
𝑥 + 4 = ±4.690 [Simplify]
𝑥 + 4 − 4 = ±4.690 − 4
𝑥 = 0.690 𝑜𝑟 − 8.690
The completing the square method can be substituted by using the quadratic expression which is given
below
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎
Example
𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑥 𝑢𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐 𝑓𝑜𝑚𝑢𝑟𝑙𝑎 ∶ 3𝑥 2 + 5𝑥 − 7 = 0
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Solution
3𝑥 2 + 5𝑥 − 7 = 0 [a=3 ,b=5 and c= -7]
−𝑏±√𝑏 2 −4𝑎𝑐
Therefore 𝑥 =
2𝑎
−5±√52 −4(3)(−7)
x=
2(3)
−5±√25+84
x=
6
−5 ±10.440
x=
6
−5−10.440 −5+10.440
𝑥= 𝑜𝑟
6 6
𝑧 = −2.573 𝑜𝑟 0.907
Cube functions
The function that maps 𝑥 on to 𝑥 2 + 2𝑥 − 4 can be represented by the following notations
• 𝑓: 𝑥 = 𝑥 2 + 2𝑥 − 4
• 𝑦 = 𝑥 2 + 2𝑥 − 4
• 𝑓(𝑥) = 𝑥 2 + 2𝑥 − 4
• 𝑔(𝑥) = 𝑥 2 + 2𝑥 − 4
• 𝐹(𝑥) = 𝑥 2 + 2𝑥 − 4
Example
If 𝑦 = 3𝑥 3 + 2𝑥 2 − 6𝑥 + 5 , 𝑐𝑎𝑙𝑐𝑢𝑙𝑎𝑡𝑒 𝑡ℎ𝑒 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑣𝑎𝑙𝑢𝑒𝑠 𝑓(4)
Solution
𝑓(𝑥) = 3𝑥 3 + 2𝑥 2 − 6𝑥 + 5
𝑓(4) = 343 + 2(4)2 − 6(4) + 5
=192+32-24+5
=205
1.5 The remainder theorem
𝑎𝑥 2 +𝑏𝑥+𝑐
Consider and if you get a reminder after dividing that is what is represented by the remainder
𝑥−𝑘
theorem.
The method below shows how to divide algebraic fractions
1. Arrange the terms of both the dividend and the divisor in descending powers of any variable.
2. Divide the first term in the dividend by the first term in the divisor. The result is the first term of the
quotient.
3. Multiply every term in the divisor by the first term in the quotient. Write the resulting product beneath
the dividend with like terms lined up.
4. Subtract the product from the dividend.
5. Bring down the next term in the original dividend and write it next to the remainder to form a new
dividend.
6. Use this new expression as the dividend and repeat this process until the remainder can no longer
be divided. This will occur when the degree of the remainder (the highest exponent on a variable
in the remainder) is less than the degree of the divisor.
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Example
Use the remainder theorem and calculate the remainder when (3𝑥 2 + 4𝑥 − 6) ÷ (𝑥 + 4)
Solution
𝑓(𝑥) = 3𝑥 2 + 4𝑥 − 6
𝑓(−4) = 3(−4)2 + 4(−4) − 6
= 48 − 16 − 6
= 26
The remainder is 26
If the remainder is zero then the dividing expression is a factor of the expression
Algebraic functions
Example
Simplify
3𝑥 2 𝑦 3
Algebraic function can be added, subtracted multiplied and divided.
9𝑥𝑦 2
Solution
3𝑥 2 𝑦 3 3×𝑥×𝑥×𝑦×𝑦×𝑦 𝑥𝑦
= =
9𝑥𝑦 2 9×𝑥×𝑦×𝑦 3
Multiplication of fractions
When multiplying fractions numerators are multiplied separately from denominators
Example
3 (𝑥−1)
×
𝑎 𝑏
Solution
3 (𝑥−1) 3(𝑥−1)
× =
𝑎 𝑏 𝑎𝑏
Division of fractions
Division is the inverse of multiplication. When dividing fractions interchange the denominator and multiply
1 2 1 3 3
with the numerator for example ÷ = × =
4 3 4 2 8
1.6 Addition and subtraction of fractions
The procedure for addition and subtraction is the same and is explained in the example below.
Example
3 2
Express as a single fraction +
𝑥+1 𝑥+4
Solution
The simplest expression which has both denominators as its factors is (x + 1)(x + 4). This is the
lowest common denominator. Both fractions must be written using this denominator. Note that
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3 3(𝑥 + 4) 2 2(𝑥+1)
is equivalent to and is equivalent to . Thus, writing both fractions with the same
𝑥+1 (𝑥 + 1)(𝑥 + 4) 𝑥+4 (𝑥 + 1)(𝑥 + 4)
denominator we have
3 2 3(𝑥 + 4) 2(𝑥+1)
+ = +
𝑥+1 𝑥+4 (𝑥 + 1)(𝑥 + 4) (𝑥 + 1)(𝑥 + 4)
The sum is found by adding the numerators and dividing the result by the lowest common denominator.
3(𝑥+4)+2(𝑥+1) 3𝑥+12+2𝑥+2) 5𝑥+14
= = =
(𝑥+1)(𝑥+4) (𝑥+1)(𝑥+4) (𝑥+1)(𝑥+4)
TEST YOUR KNOWLEDGE

Question 1
Simplify without the use of a calculator.
a) ∜(16 × 81 × 256)
4 5
+
b) 5 6
1 1
+
3 4
5×3𝑥 −3𝑥−2
c)
10×3𝑥
Question 2
Factorise fully into prime factors
a) 72p²-18
b) 5𝑥 36 − 80𝑦 2
c) 𝑥 2 (𝑝 − 𝑞) + 3𝑥(𝑝 − 𝑞) − 18(𝑝 − 𝑞)
Question 3
Simplify the following fractions
2𝑚 1
i. +
𝑚²−𝑛2 𝑚−𝑛
𝑥 2 −𝑥−12 𝑥 2 −16 𝑥 2 −3𝑥−10
ii. × ÷
𝑥 2 +𝑥−20 2𝑥−6 𝑥−4
Determine the square roots of the following polynomial
18𝑥 2 + 42𝑥 + 98
Question 4
Use factor reminder theorem and calculate the reminder if
a) (3𝑥 2 + 4𝑥 − 6) ÷ (𝑥 + 43)
4𝑥 3 +2𝑥 2 −6𝑥+10
b)
2𝑥−3
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Question 5
5.1 Simplify the following algebraic fractions:
7 3
(2𝑥 − 3 + ) ÷ (𝑥 + 1 − )
𝑥+3 2𝑥 + 1
5.2 Determine the value of m if 𝑓(𝑥) = 6𝑥 3 + 4𝑥 2 + 𝑚𝑥 + 3 gives a remainder of 6 when

divided by 2𝑥 + 1
5.3 If 2 is one solution of the equation 2𝑥 2 + 𝑝𝑥 + 2 = 0, determine the value of p and the other
solution.
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MODULE 2: EXPONENTS, SURDS AND LOGARITHMS
LEARNING OUTCOMES
➢ Apply the laws of exponents and their derivatives to solve algebraic expressions.
➢ Solve exponential equations without using a calculator.
➢ Simplify expressions with surds by using the rules of the four operations, fractions and involution.
➢ Rationalise fractions with irrational denominators
➢ Solve equation containing surds and test answer
➢ Solve equations which can be converted to quadratic equation
➢ Reproduce all the laws of logarithms
➢ Solve logarithmic equations
TOPICS
➢ Exponents
➢ Surds
➢ Logarithms
2.1 Exponents
The laws of exponents

1. 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛
2. 𝑎𝑚 ÷ 𝑎𝑛 = 𝑎𝑚−𝑛
3. (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
4. (𝑎𝑚 𝑏 𝑛 )𝑝 = 𝑎𝑚𝑝 𝑏 𝑛𝑝
𝑎𝑚 𝑝 𝑎𝑚𝑝
5. ( ) =
𝑏𝑛 𝑏 𝑛𝑝
0
6. 𝑎 = 1 , 𝑎 ≠ 0
1
7. 𝑎−𝑚 =
𝑎𝑚
𝑚
𝑛
8. 𝑎 𝑛 = √ 𝑎𝑚
These laws guide the simplification of exponents
Example
Simplify the following
𝑝2 × 𝑝 −3 × 𝑝
Solution
𝑝2 × 𝑝 −3 × 𝑝
𝑝2−3+1 [Use law number 1 and law number 7]
=𝑝0 [use law number 6]
=1
Example
Simplify the following
[(−2𝑥 2 )3 ]−2
Solution
[(−2𝑥 2 )3 ]−2
={[(−21 𝑥 2 )3 ]}−2
={[(−2)1×3 × 𝑥 2×3 ]}−2 [use law number 1]
=[(−2)3 × 𝑥 6 ]}−2 [use law number4]
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=[(−2)3(−2) × 𝑥 6(−2) ]} [use law number 4]
=(−2)−6 × 𝑥 −12
1
= 6 12 [use law number 7]
(−2) ×𝑥
1
= 12
64𝑥
Exponent equations
An exponential equation is an equation where the exponents are variable. If the radices or the exponents
are equal or could be made equal this type of equation can be solved
Example
Solve for x without using a calculator
2
4𝑥 ÷ 42𝑥+3 = 1
Solution
2
4𝑥 ÷ 42𝑥+3 = 1
2
4𝑥 ÷ 42𝑥+3 = 40 [use law number 6 ]
𝑥 2 − 2𝑥 − 3 = 0 [use law number 2]
𝑥 2 + (−3 + 1)𝑥 − 3 = 0
𝑥 2 − 3𝑥 + 𝑥 − 3 = 0
𝑥2 3𝑥
𝑥 ( − ) + 1(𝑥 − 3) = 0
𝑥 𝑥
𝑥(𝑥 − 3) + 1(𝑥 − 3) = 0
𝑥(𝑥−3) 𝑥−3
(𝑥 − 3) [ + ]=0
𝑥−3 𝑥−3
(𝑥 − 3)(𝑥 + 1) = 0
𝑥 − 3 = 0 𝑜𝑟 𝑥 + 1 = 0
𝑥 = 3 𝑎𝑛𝑑 𝑥 = −1
2.2 Surds
The square root of a number, x, is the number that when multiplied by itself is equal to x. For example, the
square root of 9 is 3 or −3, since 32 = 9 and (−3)2 = 9.√x is the positive square root of x .For example, √9
= 3 and − √9 = −3. −√x is then the negative square root of x. The set of irrational numbers contains numbers
such as √2 , 3√2 , π, etc .Irrational numbers that contain the radical sign √8 are called surds.
Laws of surds
𝑛 𝑛 𝑛
Multiplication with equal order √𝑎𝑝 . √𝑏 𝑞 = √𝑎𝑝 𝑏 𝑞
𝑞 𝑝
Changing of order √𝑎 = √𝑎 𝑞
𝑞
𝑛 𝑝 𝑝𝑛
Writing mixed surds as 0ne surds √𝑎𝑚 . √𝑎𝑞 = √𝑎𝑚𝑝 𝑏 𝑛𝑞
Example
Simplify 75
Solution
75 = 25  3
= 25  3
=5 3
Page 18 of 57
2.3 Addition and subtraction of surds
2.4 Multiplication and division of surds
When a fraction contains a surd as the denominator, we usually rewrite it so that the denominator is a
rational number. This is called rationalizing the denominator.
Example
In this example we rationalize the denominator by multiplying the numerator and the denominator by√2
Page 19 of 57
2.5 Logarithms
What is a Logarithm?
• The common or base-10 logarithm of a number is the power to which 10 must be raised to give
the number.
• Since 100 = 102, the logarithm of 100 is equal to 2. This is written as:
Log(100) = 2.
1,000,000 = 106 (one million), and

Log (1,000,000) = 6
Logs of small numbers
• 0.0001 = 10-4, and Log(0.0001) = -4.

All numbers less than one have negative logarithms.
• As the numbers get smaller and smaller, their logs approach negative infinity.
• The logarithm is not defined for negative numbers.
Numbers not exact powers of 10
• Logarithms are defined for all positive numbers.
• Since Log (100) = 2 and Log (1000) = 3, then it follows that the logarithm of 500 must be
between 2 and 3.
• In fact, Log(500) = 2.699
Small Numbers not exact powers of 10
• Log(0.001) = -3 and Log (0.0001) = - 4
• What would be the logarithm of 0.0007?

Since it is between the two numbers above, its logarithm should be between -3 and -4.
• In fact, Log (0.0007) = -3.155
Page 20 of 57
Antilogs?
• The operation that is the logical reverse of taking a logarithm is called taking the antilogarithm of
a number. The antilog of a number is the result obtained when you raise 10 to that number.
• The antilog of 2 is 100 because 102=100.
• The antilog of -4 is 0.0001 because 10-4 = 0.0001
Find the antilog function on your calculator.
• To take antilogs, your calculator should have one of the following:
• A button marked LOG-1
• A button marked 10x
• A button marked ALOG
• A two-button sequence such as INV followed by LOG.
2.7 Laws of logarithms
Law number one
The logarithm of a product of numbers is the sum of the logarithms of the numbers.
Law number two
The logarithm of a quotient of numbers is the difference of the logarithms of the numbers
Law number three
The logarithm of a power of a number is the exponent times the logarithm of the number
Law number four
𝑙𝑜𝑔𝑏
𝑙𝑜𝑔𝑎 𝑏 =
𝑙𝑜𝑔𝑎
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Example
Simplify
The laws of logarithms allow us to write the logarithm of a product or a quotient as the sum or difference
of logarithms. This process—called expanding a logarithmic expression—.The laws of logarithms also
allow us to reverse the process of expanding . That is, we can write sums and differences of logarithms
as a single logarithm. This process—called combining logarithmic expressions.
Example
Combine 3 ln s + ½ ln t – 4 ln(t2 + 1) into a single logarithm.
Solution
NB Although the Laws of Logarithms tell us how to compute the logarithm of a product or a quotient,
there is no corresponding rule for the logarithm of a sum or a difference
Example
Use the Change of Base Formula and common or natural logarithms to evaluate each logarithm, correct
to five decimal places.
(a) log8 5
(b) log9 20
Solution
We use the Change of Base Formula with b = 8 and a = 10:
Page 22 of 57
Example
Rewrite 3log2 5 + log2 4 as a single logarithm
Solution
3log2 5 + log2 4 = log2 53 + log2 4
= log2 125 + log2 4
= log2 125  4 = log2 500
TEST YOUR KNOWLEDGE

Question 1
Solve for 𝑥
a) 6𝑙𝑜𝑔2 𝑥 − 9𝑙𝑜𝑔2 4 = 3𝑙𝑜𝑔𝑏 1
22+𝑥 ×22𝑥
b) 2 =4
2−𝑥
c) 2𝑥 − 2 − √8𝑥 = 0
Question 2
Simplify without the use of a calculator. Show ALL the steps.
a) (𝑙𝑜𝑔7 49)(𝑙𝑜𝑔3 27)(𝑙𝑜𝑔4 64)
1 1
b) +
√2 2
Page 23 of 57
Question 3
Solve for 𝑥
a) 6𝑙𝑜𝑔2 𝑥 − 9𝑙𝑜𝑔2 4 = 3𝑙𝑜𝑔𝑏 1
𝑥
3𝑥 .3−3
b) =1
9𝑥
c) √2𝑥 + 5𝑥 + 11
Question 4
4.1 Simplify the following:
𝑎 𝑥+3 + 2𝑎 𝑥
× (𝑎 𝑥 − 2)
𝑎3𝑥 − 4𝑎 𝑥
4.2 Solve for x:

−6
√𝑥 + =1
√𝑥
Question 5
5.1 Solve for ' x ' in each of the following:
5.1.1 42𝑥 = 83𝑥
5.1.2 2𝑥 + 2
− √2𝑥 + 1
√2𝑥 + 1
Page 24 of 57
MODULE 3: EQUATIONS, WORD PROBLEMS AND MANIPULATION OF
TECHNICAL FORMULAE
LEARNING OUTCOMES
➢ Solve linear equation containing fractions

➢ Solve simultaneous linear equations containing fractions
➢ Solve simultaneous equations where one is linear and the other is quadratic , in an algebraic
manner
➢ Compile and solve linear equations from word problems
➢ Compile and solve quadratic equations from word problems
➢ Combine linear and quadratic equations
➢ Change the subject of a given formulae
➢ Perform manipulations involving cubes ,cube roots square roots and squares
➢ Determine the value of technical formulae by manipulation and substitution
TOPICS
➢ Equations
➢ Word problems
➢ Manipulation of technical formulae
3.1 Equations
An equation is a statement that two algebraic expressions are equal . An equation always contains an
equals symbol, while an expression does not.
3x – 7 = 2 3x – 7
Linear equations
A linear equation in one variable can be written in the form
Ax + B = C,
where A, B, and C are real numbers, with A  0.
Solving a Linear Equation in One Variable
Step 1 Clear fractions or decimals. Eliminate fractions by multiplying each side by the least common
denominator. Eliminate decimals by multiplying by a power of 10.
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Step 2 Simplify each side separately. Use the distributive property to clear parentheses and combine like
terms as needed.
Step 3 Isolate the variable terms on one side. Use the addition property to get all terms with variables on
one side of the equation and all numbers on the other.
Step 4 Isolate the variable. Use the multiplication property to get an equation with just the variable (with
coefficient 1) on one side.
Step 5 Check. Substitute the proposed solution into the original equation.
Properties of Equality
• Addition prop of = - can add the same term to both sides of an equation.
• Subtraction prop of = - can subtract the same term from both sides of an equation.
• Multiplication prop of = - can multiply both sides of an equation by the same term.
• Division prop of = - can divide both sides of an equation by the same term.
** So basically, whatever you do to one side of an equation, you MUST do to the other
To solve an equation for a variable:
• Do order of operations backwards (undo +/- first, then mult/div.)
• Keep going until the variable is by itself on one side of the equation
• You may have to simplify each side first.
Example
𝟑 𝟏
+ =𝟒
𝟐𝒙 𝟐
Solution
𝟑 𝟏
+ =𝟒
𝟐𝒙 𝟐
𝟑 𝟏
× 𝟐𝒙 + × 𝟐𝒙 = 𝟒 × 𝟐𝒙 [× by 2x]
𝟐𝒙 𝟐
𝟑 + 𝒙 = 𝟖𝒙
𝟑 + 𝒙 − 𝒙 = 𝟖𝒙 − 𝒙 [-x]
𝟑 = 𝟕𝒙 [divide by seven]
𝟑
𝒙=
𝟕
Page 26 of 57
3.2 Simultaneous linear equation
When there are two equations with two variable and the variables must satisfy both equation
simultaneously , the number of solution restricted drastically.
Example
Solve the following equations simultaneously: 𝑥 + 𝑦 = 4 … … … … 1 and 𝑥 − 𝑦 = 6 … … … … … … … . .2
If 1 and 2 must be solved simultaneously it means that we must find the x and y values which belong to
both equation. This is possible where the two straight lines are equal, and it will be the intersection of the
two lines.
Solution
How can we make 1 and 2 equal to each other? By rearranging equations so that y=something and y=
something .Then y=y and the right hand sides are also equal
𝑥 + 𝑦 = 4……………1
𝑡ℎ𝑒𝑟𝑒 𝑓𝑜𝑟𝑒 𝑥 + 𝑦 − 𝑥 = 4 − 𝑥 [𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 𝑥𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠]
𝑦 = 4 − 𝑥 … … … … … . .3
𝐹𝑢𝑟𝑡ℎ𝑒𝑟 𝑥 − 𝑦 = 6 … … … 2
𝑥 − 𝑦 + 𝑦 = 6 + 𝑦 [𝑎𝑑𝑑 𝑦 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠]
𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑥 = 6 + 𝑦
𝑥 − 6 = 6 + 𝑦 − 6 [𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 6 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠]
𝑥−6=𝑦
𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑦 = 𝑥 − 6 … … … … .4
Because y of 3 =y of 4 the right hand side of 3= right hand side of 4
4−𝑥 =𝑥−6
4 − 𝑥 + 𝑥 = 𝑥 − 6 + 𝑥 [𝑎𝑑𝑑 𝑥 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠]
4 = 2𝑥 − 6
4 + 6 = 2𝑥 − 6 + 6 [𝑎𝑑𝑑 6 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠]
10 = 2𝑥
2𝑥 10
= [𝑑𝑒𝑣𝑖𝑑𝑒 𝑏𝑦2]
2 2
𝑥=5
Page 27 of 57
If x=5 ,y can be obtained by substituting x=5 into 1,2,3 or 4.
Substitute x=5 into 4
𝑦 = 5 − 6 = −1
𝑡ℎ𝑒 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑖𝑠 𝑥 = 1 𝑎𝑛𝑑 𝑦 = −1 𝑡ℎ𝑖𝑠 𝑚𝑒𝑡ℎ𝑜𝑑 𝑖𝑠 𝑐𝑎𝑙𝑙𝑒𝑑 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛
Alternative method (elimination method)
𝑥 + 𝑦 = 4 … … … … … . .1
𝑥 − 𝑦 = 6 … … … … . .2
Add equation 2 to equation 1 2𝑥 = 10
2𝑥 10
= [𝑑𝑖𝑣𝑖𝑑𝑒 𝑏𝑦 2]
2 2
Substitute x=5 into 1
5+𝑦 =4
5+𝑦−5 =4−5
𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑦 = −1
𝑡ℎ𝑒 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑖𝑠 𝑥 = 5 𝑎𝑛𝑑 𝑦 = −1
Solving linear and quadratic equations
Example
Find the values of x and y
The circle x2 + y2 = 25
And the straight line 3y - 2x = 6
Solution
First put the line in "y=" format:
Move 2x to right hand side: 3y = 2x + 6
Divide by 3: y = 2x/3 + 2
NOW, Instead of making the circle into "y=" format, we can use substitution (replace "y" in the quadratic
with the linear expression):
Put y = 2x/3 + 2 into circle equation: x2 + (2x/3 + 2)2 = 25
Expand: x2 + 4x2/9 + 2(2x/3)(2) + 22 = 25
Page 28 of 57
Multiply all by 9: 9x2 + 4x2 + 2(2x)(2)(3) + (9)(22) = (9)(25)
Simplify: 13x2+ 24x + 36 = 225
Subtract 225 from both sides: 13x2+ 24x - 189 = 0
Now it is in standard Quadratic form, let's solve it:
13x2+ 24x - 189 = 0
Split 24x into 63x-39x: 13x2+ 63x - 39x - 189 = 0
Then: x(13x + 63) - 3(13x + 63) = 0
Then: (x - 3)(13x + 63) = 0
So: x = 3 or -63/13
Now work out y-values:
Substitute x = 3 into linear equation:
• 3y - 6 = 6
• 3y = 12
• y=4
• So, one point is (3, 4)
Substitute x = -63/13 into linear equation:
• 3y + 126/13 = 6
• y + 42/13 = 2
• y = 2 - 42/13 = 26/13 - 42/13 = -16/13
• So, the other point is (-63/13, -16/13)
3.3 Word problems
Compiling and solving simultaneous equations
The solution to these problems is found by substituting a variable for the unknown .Rewrite the problem in
terms of symbols and solve.
Page 29 of 57
Example
Calculate the value of two numbers if their sum is 6 and their difference is 12
Solution
Let one number be x and the other y
Therefore 𝑥 + 𝑦 = 6 … … … … … … … … . .1 and 𝑥 − 𝑦 = 12 … … … … … … … .2 therefore you add equation 1

and 2 together which gives you 2𝑥 = 18
2𝑥 18
=
2 2
𝑥=9
If x=9 substitute x=9 into equation 1
9+𝑦=6
9+𝑦−9= 6−9
𝑦 = −3 therefore, the numbers are 9 and -3
3.4 Compiling and solving quadratic equations
The solution to these problems is found by substituting a variable for the unknown .Rewrite the problem in
terms of symbols and solve.
Example
The length of a rectangle is 6 m longer than its with .Calculate the width if the area is 160m².
Solution
Let the width be x m
Therefore, the length is 𝑥 + 6 𝑚
Area is 𝑥(𝑥 + 6) since area is length × width 𝑥(𝑥 + 6) = 160
Therefore 𝑥 2 + 6𝑥 − 160 = 0
=(𝑥 − 10)(𝑥 + 16) = 0
Therefore 𝑥 = 10 𝑜𝑟 − 16 𝑏𝑢𝑡 𝑤𝑖𝑑𝑡ℎ 𝑖𝑠 𝑛𝑒𝑣𝑒𝑟 𝑛𝑒𝑔𝑒𝑡𝑖𝑣𝑒 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑥 = 10 𝑎𝑛𝑑 𝑤𝑖𝑑𝑡ℎ 𝑖𝑠 𝑡ℎ𝑟𝑒𝑓𝑜𝑟𝑒 𝑖𝑠 10
If width is 10m therefore length =16m
3.5 Manipulation of technical formulae
A technical formula is simply an equation. The subject is the symbol on the left hand side of the equal
sign the same operations used to solve equations also applies.
Page 30 of 57
Example
1
Make 𝑡 the subject of 𝑠 = 𝑢𝑡 + 𝑎𝑡 2
2
Solution
1
𝑠 = 𝑢𝑡 + 𝑎𝑡 2
2
1
𝑎𝑡 2 + 𝑢𝑡 − 𝑠 = 0 [take s to the other side ]
2
−𝑏±√𝑏 2 −4𝑎𝑐
𝑎𝑐𝑐𝑜𝑟𝑑𝑖𝑛𝑔 𝑡𝑜 𝑡ℎ𝑒 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐 𝑓𝑜𝑚𝑢𝑙𝑎𝑟 𝑡=
2𝑎
1
𝑤ℎ𝑒𝑟𝑒 𝑎 = 𝑎 , 𝑏 = 𝑢 𝑎𝑛𝑑 𝑐 = −𝑠
2
1
−𝑢±√𝑢2 −4( 𝑎)(−𝑠)
2
𝑡ℎ𝑒𝑟𝑒 𝑓𝑜𝑟𝑒 𝑡 =
2𝑎
−𝑢±√𝑢2+2𝑎𝑠
𝑡=
𝑎
TEST YOUR KNOWLEDGE

a) Make ’a’ the subject of the formulae
i. 𝑣 2 = 𝑢2 + 2𝑎𝑠
b) Calculate the value of g given that t=4.6 and l=8.4

𝑙
i. 𝑡 = 2𝜋√
𝑔
c) Make ‘t’ the subject of the formulae by completing the square
1
a. 𝑠 = 𝑢𝑡 + 𝑎𝑡 2
2
d) The price of coke is R6.00 less than that of a kota . Four cokes cost R26.00 more
than two kota’s .Calculate price of coke.
e) Make ‘k’ the subject of the formulae
Page 31 of 57
a. 𝑣 = 𝑃𝑒 −𝑘
f) Make ’𝜃’ the subject of the formulae
𝐾1
i. = 𝑒 𝑎𝜃
𝐾2
g) Calculate the value of g given that t=4.6 and l=8.4
𝑙
i. 𝑡 = 2𝜋√
𝑔
h) Make ‘t’ the subject of the formulae by completing the square
1
a. 𝑠 = 𝑢𝑡 + 𝑎𝑡 2
2
1
i) In a rectangle, the length is1 times its breadth. If the length is shortened by 3 m
2
and the breadth is lengthened by 3m, the rectangle will be a square. Calculate the
dimensions of the rectangle.
j) Determine ′𝑥′ by completing the square
a. 2𝑥 2 − 12𝑥 − 14 = 0
Page 32 of 57
MODULE 4: GEOMETRY OF COORDINATES
LEARNING OUTCOMES
➢ Write a straight line in all forms

➢ Calculate the angle of inclination
➢ Calculate gradients for parallel and perpendicular lines
➢ Calculate equations if two points are given, one point and a gradient is given and the gradient and
y –intercept are given
➢ Calculate the distance between two points
➢ Calculate the coordinates of the midpoint of a given line segments
➢ Calculate the equation of a circle with its centre at the origin
➢ Calculate the intersection of a straight line and a circle
➢ Calculate the equation of a tangent to a circle at a point on the circumference of the circle
TOPICS
➢ Different types of straight lines

➢ Equations of straight line
➢ Circles
4.1 Different types of straight lines
The different forms of straight lines equations are

∆𝑦
1. The gradient intercept form where 𝑦 = 𝑚𝑥 + 𝑐 whereby m is the gradient i.e 𝑚 = = 𝑡𝑎𝑛𝜃
∆𝑥
and c = intercept on the y axis
𝑥 𝑦
2. The intercept form is where + = 1
𝑎 𝑏
3. The general formula where 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0
Example
−2
Show the following equation in all the forms 𝑦 = − 𝑥+4
3
Solution
−2
𝑦=− 𝑥 + 4 𝑇ℎ𝑖𝑠 𝑖𝑠 𝑡ℎ𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑓𝑜𝑟𝑚
3
2
𝑦×3=− 𝑥×3+4×3 x3 to rmove the fraction
3
3𝑦 = −2𝑥 + 12 𝑡ℎ𝑒𝑛 𝑡𝑘𝑒 𝑒𝑣𝑒𝑟𝑦𝑡ℎ𝑖𝑛𝑔 𝑡𝑜 𝑜𝑛𝑒 𝑠𝑖𝑑𝑒 𝑡𝑜 𝑝𝑟𝑜𝑑𝑢𝑐𝑒 𝑡ℎ𝑒 𝑔𝑒𝑛𝑒𝑟𝑎𝑙 𝑓𝑜𝑟𝑚 2𝑥 + 3𝑦 − 12 = 0
Page 33 of 57
2𝑥 + 3𝑦 − 12 = 0 𝑡ℎ𝑒𝑛 𝑡𝑎𝑘𝑒 12 𝑡𝑜 𝑡ℎ𝑒 𝑜𝑡ℎ𝑒𝑟 𝑠𝑖𝑑𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑎𝑛𝑑 𝑦𝑜𝑢 𝑔𝑒𝑡 2𝑥 + 3𝑦 =
𝑥 𝑦
12 𝑡ℎ𝑒𝑛 𝑑𝑖𝑣𝑖𝑑𝑒 𝑏𝑦 12 𝑡𝑜 𝑔𝑒𝑡 𝑡ℎ𝑒 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑓𝑜𝑟𝑚 + =1
6 4
𝑦2 −𝑦1
If two point are given the gradient m is given by the following equation 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
𝑥2 −𝑥1
Example
Find the gradient passing through the following point (1:7) and (0:)
Solution
𝑦2 − 𝑦1
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
𝑥2 − 𝑥1
0−7
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = = −7
0−1
For parallel lines the gradient is the same i;e 𝑚1 = 𝑚2

1
For perpendicular lines 𝑚1=−
𝑚2
4.2 Equations of straight lines

𝑦2 −𝑦1
If two points are given the equation 𝑦 − 𝑦1 = (𝑥 − 𝑥1) ) is used to find the equation of the straight line
𝑥2 −𝑦1
Example
Calculate the equation of a straight line passing through A (1;3) and B (3;6)
Solution
Point A becomes point 1 and point B becomes point 2 there fore 1 = 𝑥1 𝑎𝑛𝑑 3 = 𝑦1 : 3 = 𝑥2 𝑎𝑛𝑑 6 = 𝑦2
𝑦2 −𝑦1
There fore 𝑦 − 𝑦1 = (𝑥 − 𝑥1) )
𝑥2 −𝑦1
6−3
And 𝑦 − 3 = (𝑥 − 1)
3−1
𝑦 − 3 = 1.5 (𝑥 − 1)
𝑦 = 1.5𝑥 + 1.5
If one point and a gradient is given the equation 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) is used to find the equation of the
line
Example
Calculate the equation of a straight line which passes through (2;-3) and has a gradient of 4 .Write the
answer in the general form.
Page 34 of 57
Solution
Given m=4 and 2 = 𝑥1 𝑎𝑛𝑑 − 3 = 𝑦1
Therefore 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 − (−3) = 4(𝑥 − 2)
𝑦 + 3 = 4𝑥 − 8
𝑦 = 4𝑥 − 11 [𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑓𝑜𝑟𝑚]
0 = 4𝑥 − 𝑦 − 11 [𝑔𝑒𝑛𝑒𝑟𝑎𝑙 𝑓𝑜𝑟𝑚]
The distance between two points is given by the equation 𝑀𝑄 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
Example
Calculate the shortest distance between M (3;-1) and Q ( 0.5 ;1.5)
Solution
𝑀𝑄 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 √
𝑀𝑄 = √(3 − 0.5)2 + (−1 − 1.5)2 = 12.5
The coordinates of the mid points of a straight line are given by the following equation 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 =
𝑥2 +𝑥1 𝑦2 +𝑦1
;
2 2
Example
Calculate the midpoint of the line that joins A(-2;3) and B (3;-2)
Solution
𝑥2 + 𝑥1 𝑦2 + 𝑦1
𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 = ;
2 2
−2+3 3−2
2 2
1 1
2 2
4.3 Circles
The equation of a circle with its center at the original has the following equation 𝑥 2 + 𝑦2 = 𝑟2.
−𝑚𝑐±√𝑟 2 (1+𝑚2 )−𝑐 2

The intersection of a straight line and a circle is obtained by the following equation 𝑥 =
𝑚2 +1
If the straight line equation is 𝑚𝑥 + 𝑐 = 𝑦 and the circle 𝑥 2 + 𝑦2 = 𝑟2

Page 35 of 57
Example
Calculate the intersection of 2𝑥 + 1 = 𝑦 and 𝑥 2 + 𝑦2 = 9
Solution
−𝑚𝑐±√𝑟 2 (1+𝑚2 )−𝑐 2

Since 𝑥 =
𝑚2 +1
Therefore m=2 r= 3 and c=1
−(2)(1)±√32 (1+22 )−12

=𝑥=
22 +1
−2±√44
𝑥=
5
𝑥 = 0.927 𝑜𝑟 − 1.727
Substitute the values of x into equation of line to get the values of y .
𝑓(0.927) = 2 × 0.927 + 1 = 2.854
𝑓(−1.727) = 2 × −1.727 + 1 = −2.454
The points of intersection are (0.927; 2.854) and (-1.727;-2.454)
Equation of the tangent to a circle in a given direction.
The equation of a tangent to a circle in a given direction is given by the following equation 𝑦 = 𝑚𝑥 ±
𝑟√𝑚2 + 1
Example
Calculate the equation of the two tangents 𝑥 2 + 𝑦 2 = 4 and parallel to 𝑦 = 3𝑥 + 6
Solution
𝑥 2 + 𝑦 2 = 4 𝑎𝑛𝑑 𝑡ℎ𝑖𝑠 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑎𝑠 𝑥 2 + 𝑦 2 = 22 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑟 = 2 𝑎𝑛𝑑 𝑖𝑓 𝑦 = 3𝑥 + 6 𝑡ℎ𝑒𝑛 𝑚 = 3
𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡𝑎𝑛𝑔𝑒𝑛𝑡 1 𝑖𝑠 𝑔𝑣𝑒𝑛 𝑏𝑦 𝑦 = 𝑚𝑥 + 𝑟√𝑚2 + 1
Therefore 𝑦 = 3𝑥 + 2√32 + 1 𝑤ℎ𝑖𝑐ℎ 𝑔𝑖𝑣𝑒𝑠 𝑢𝑠 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟 𝑎𝑠 𝑦 = 3𝑥 + 2√10
𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡𝑎𝑛𝑔𝑒𝑛𝑡 1 𝑖𝑠 𝑔𝑣𝑒𝑛 𝑏𝑦 𝑦 = 𝑚𝑥 − 𝑟√𝑚2 + 1
Therefore 𝑦 = 3𝑥 − 2√32 + 1 𝑤ℎ𝑖𝑐ℎ 𝑔𝑖𝑣𝑒𝑠 𝑢𝑠 𝑡ℎ𝑒 𝑎𝑛𝑠𝑤𝑒𝑟 𝑎𝑠 𝑦 = 3𝑥 − 2√10
The equation of a tangent at a point on the circumference of a circle
It is given by the equation 𝑥𝑥1 + 𝑦𝑦1 = 𝑟 2
Example
Page 36 of 57
Calculate the equation of the tangent to 𝑥 2 + 𝑦 2 = 25 at (3;4) on a circle.
Solution
𝑥 2 + 𝑦 2 = 25 𝑎𝑛𝑑 𝑡ℎ𝑖𝑠 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑎𝑠 𝑥 2 + 𝑦 2 = 52 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑟 = 5 𝑎𝑛𝑑 𝑖𝑓 𝑥1 = 3 ; 𝑦1 = 4
3 25
If 𝑥𝑥1 + 𝑦𝑦1 = 𝑟 2 𝑡ℎ𝑒𝑛 𝑖𝑡 𝑏𝑒𝑐𝑜𝑚𝑒𝑠 3𝑥 + 4𝑦 = 25 and in gradient form the equation is 𝑦 = − 𝑥 +
4 4
TEST YOUR KNOWLEDGE

a. In the following sketch A-B is a tangent to a circle with its centre at the origin.
i. Determine the equation of the circle.
ii. Calculate the equation of the line A-B.
iii. Determine the equation of the line A-B.
b) Given that the line segment passes through the point (-3;3) and (7;5)
i. Calculate the length of the segment of the line
1. Determine the coordinates of the midpoint of the line.
Page 37 of 57
c) Determine the equation of the line
d) Determine the equation of the straight line that passes through the point A(2;6) and
B(-1;-3).Leave your answer in gradient intercept form.
a. Point M is the midpoint of PQ.
i. Determine the coordinates of P.
ii. Determine the length of MQ in the simplest form.
iii. Determine the equation of the line P-Q.
b. The vertices of triangle ABC are given as A(5:5), B(X;1) and C(1;7)
Page 38 of 57
e)
1. Calculate the value for x for which BAC =90°
2. Determine the equation of the circle with the centre at the
original and passing through the point ‘C’.
f) Determine the equation of the line that passes through A and which is parallel to line
OC.
Page 39 of 57
MODULE 5: SKETCHING GRAPHS
LEARNING OUTCOMES
➢ Make graphical representation of the straight line ,the circle ,half circle’s ,the rectangular
hyperbola, the parabola the ellipse and the cube function
➢ Find graphical solutions to the above mentioned functions
➢ Sketch the graph 𝑦 = 𝑎𝑥 𝑛
TOPICS
➢ the straight line

➢ ,the circle
➢ half circle’s,
➢ the rectangular hyperbola
➢ the parabola
➢ the ellipse
➢ the cube function
5.1 The straight line
Page 40 of 57
5.2 Circles, parabola, hyperbola, ellipse,
Page 41 of 57
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Page 44 of 57
TEST YOUR KNOWLEDGE
a) Sketch the graphs of the following equations on the GRAPH PAPER provided in the
ANSWER BOOK. Each graph must be drawn on its own system of axis .Label the
graph fully and name the type of graph below each sketch.
a. 16 = 4𝑥 2 + 9𝑦 2
b. 𝑥𝑦 = −8 𝑦=
𝑥 3 − 9𝑥
b) Sketch the graphs of the following equations in the ANSEWR BOOK. Each graph must
be drawn on its own system of axis .Label the graph fully and name the type of
graph below each sketch.
a. 𝑦 = 𝑥 3 + 3𝑥 2
b. 𝑦 = 𝑥 2 + 5𝑥 + 6
c) Calculate the equation of the line that passes through the point (0; −4)and which is parallel to
the line 𝑦 + 𝑥 − 2 = 0. Write the answer in gradient-intercept form.
Page 45 of 57
d) Sketch the graphs of the following equations in the ANSWER BOOK. Each graph must be on
its own system of axes. ALL values at the points of intersection with the system of axes and
the turning points (where applicable) must be shown.
i. 𝑦 = 𝑥3
ii. 𝑦 = 𝑥2 − 𝑥
𝑦 = ±√25 − 𝑥 2
iii.
e) P(−2; −1) and Q(4; 7) are points in the plane with M as the midpoint of PQ. Determine the
equation of the line parallel to the y-axis and passing through the point M.
Page 46 of 57
MODULE 6: DIFFERENTIAL CALCULUS
LEARNING OUTCOMES

➢ Calculate the average gradient of a curve and average speed of an object
𝑓(𝑥+ℎ)−𝑓(𝑥)
➢ Determine thelim for specific functions
ℎ→0 ℎ
➢ Differentiate
➢ Calculate turning points of polynomials of at most the third degree
➢ Sketch the curves
TOPICS
➢ Average gradient and speed

➢ Limits
➢ Differentiation
➢ Turning points
6.1 Average gradient and speed
The gradient of a straight line is constant .In a curve the gradient changes from point to point.
∆𝑦 𝑦2 −𝑦1
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = =
∆𝑥 𝑥2 −𝑦1
Example
Calculate average gradient of 𝑦 = 𝑥 2 + 𝑥 − 2 between the points with abscissas ( x-values ) 1 and 3
Solution
If 𝑥 = 1 𝑡ℎ𝑒𝑛 𝑦 = 𝑥 2 + 𝑥 − 2 𝑡ℎ𝑒𝑛 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝑤𝑖𝑡ℎ 1 𝑡ℎ𝑒𝑟𝑒 𝑓𝑜𝑟𝑒 𝑖𝑡 𝑏𝑒𝑐𝑜𝑚𝑒𝑠 𝑦 = 3(1)2 + 1 − 2 = 2
If 𝑥 = 3 𝑡ℎ𝑒𝑛 𝑦 = 𝑥 2 + 𝑥 − 2 𝑡ℎ𝑒𝑛 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝑤𝑖𝑡ℎ 3 𝑡ℎ𝑒𝑟𝑒 𝑓𝑜𝑟𝑒 𝑖𝑡 𝑏𝑒𝑐𝑜𝑚𝑒𝑠 𝑦 = 3(3)2 + 3 − 2 = 28
Therefore, the points are A (1; 2) and B (3; 28)

𝑦2 −𝑦1
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
𝑥2 −𝑥1
28−2
=
3−1
26
= =13
2
Average speed
𝑠𝑝𝑒𝑒𝑑 1+𝑠𝑝𝑒𝑒𝑑 2
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 =
2
Page 47 of 57
6.2 Limits
The limits are found using the general formulae lim
ℎ→0 ℎ
Example
Calculate the limit lim if 𝑦 = 3𝑥 + 6
ℎ→0 ℎ
Solution
The limit gives us the gradient of the line .
If 𝑦 = 3𝑥 + 6 therefore 𝑓(𝑥) = 3𝑥 + 6 and 𝑓(𝑥 + ℎ) = 3(𝑥 + ℎ) + 6
𝑓(𝑥+ℎ)−𝑓(𝑥) 3𝑥+3ℎ+6−(3𝑥+6)
Therefore if lim 𝑡ℎ𝑒𝑛 𝑖𝑡 𝑏𝑒𝑐𝑜𝑚𝑒𝑠 𝑙𝑖𝑚
ℎ→0 ℎ ℎ→0 ℎ
3𝑥+3ℎ+6−3𝑥−6
lim
ℎ→0 ℎ
3ℎ ℎ
lim [ = 1]
ℎ→0 ℎ ℎ
lim 3 𝑎𝑛𝑑 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑡ℎ𝑒 𝑙𝑖𝑚𝑖𝑡 𝑖𝑠 3 𝑏𝑒𝑐𝑎𝑢𝑠𝑒 𝑖𝑓 ℎ = 0 ,3 𝑠𝑡𝑎𝑦𝑠 3

ℎ→0
5.3 Differentiation,
Differentiation rules
Page 48 of 57
Page 49 of 57
TEST YOUR KNOWLEDG
a) Differentiate from first principles
i. 𝑓(𝑥) = 4𝑥 3
b) Determine 𝑓′(𝑥) by using the rules of differentiation
𝟐
a. 𝒇(𝒙) = √𝒙 + 𝟕 +
𝒙
c) Given that 𝑓(𝑥) = 𝑥 3 + 2𝑥 2 − 15𝑥 .Calculate the 𝑥-coordinates of the turning points.
d) Given that𝑓(𝑥) = 2𝑥 3 − 3𝑥 2 + 6𝑥 − 4. Determine the gradient of the tangent to the

curve at the point where 𝑥 = 2.
e) Determine the gradient of the curve 𝑦 = 𝑥 2 + 4𝑥 − 8 at the point where 𝑥 = −8.
Page 50 of 57
MODULE 7: TRIGONOMETRY
LEARNING OUTCOMES

➢ Use exact values to simplify trigonometric expressions and solve trigonometric equations
➢ Solve trigonometric equations with restrictions stipulated by the syllabus
➢ Simplify trigonometric expressions by applying inverse, quotient and square identities
➢ Solve triangles by using the sine rule, the cosine rule and trigonometric ratios
➢ Calculate the areas of triangles
➢ Sketch the graphs of the sine and cosine functions by means of the period and amplitude method
➢ Read approximate values from the graphs
➢ Determine phase shift
➢ Combine two trigonometric waves
TOPICS
➢ General
➢ Trigonometric equation
➢ Identities
➢ Solving triangle
➢ Sketch graphs
7.1 General
Page 51 of 57
Page 52 of 57
Page 53 of 57
Page 54 of 57
TEST YOUR KNOWLEDGE
a) Calculate the value of the 𝜃 that will satisfy the following trigonometric equation for
a. 𝟎° ≤ 𝜽° ≤ 𝟑𝟔𝟎°
b. 𝟐𝒄𝒐𝒔 𝜽 + 𝟐 = 𝟑
b) Make use of basic trigonometric identities to prove that
1. (𝒕𝒂𝒏 𝜶 + 𝒄𝒐𝒕 𝜶)𝒔𝒊𝒏𝜶 = 𝒔𝒆𝒄 𝜶
c) Calculate the value of ‘𝑥’ that will satisfy the following equation
0° ≤ 𝑥 ≤ 360°
𝑎. 2𝑠𝑒𝑐𝑥 − 5 = 5
d) Calculate the exact value WITHOUT USING a calculator
Page 55 of 57
𝒔𝒊𝒏 𝟏𝟓𝟎°𝒄𝒐𝒔𝟑𝟑𝟎°−𝒕𝒂𝒏𝟐𝟒𝟎°
a. −𝒄𝒐𝒔𝟐𝟏𝟎°−𝒕𝒂𝒏𝟏𝟐𝟎°
e) Prove the following identity:
sin 𝐴
+ cot 𝐴 = cosec 𝐴
1 + cos 𝐴
FORMULA SHEET
1. Factors 3. Quadratic formula
a3 − b3 = (a − b)(a2 + ab + b2 ) −b  b2 − 4ac
x=
2a
a3 + b3 = (a + b)(a2 − ab + b2 )
4. Parabola
2. Logarithms
y = ax2 + bx + c
log ab = log a + log b 4ac − b2

y=
4a
a −b
log = log a − log b x=
b 2a
logc a
logb a =
logc b
log am = m log a 5. Circle
1 x2 + y2 = r 2
logb a =
log a b
loga a = 1 , ln e = 1 x2
D = +h
4h
Page 56 of 57
aloga t = t , eln m = m
x = 4Dh − 4h2
6. Straight line 8. Trigonometry
y − y1 = m( x − x1 ) y 1
sin  = =
r cos ec 
Perpendicular lines : m1  m2 =−1 x 1 cos

cos = = cot  =
r sec sin 
Parallel lines : m1 = m2
Distance : D = ( x2 − x1 ) + ( y2 − y1 )
2 2 y 1 sin 
tan  = = tan  =
x cot  cos
 x + x2 y1 + y2  sin 2  + cos 2  = 1
Midpoint : M =  1
2 
;
 2
Angle of inclination :  = tan m 1 + tan 2  = sec2 

−1
1 + cot 2  = cosec2 
7. Differentiation sin A sin B sin C

= =
a b c
dy f ( x + h) − f ( x)
= lim
dx h →0 h
a2 = b2 + c2 − 2bc cos A
d n 1
( x ) = nxn−1 Area of  ABC = ac sin B
dx 2
For turning point : f '( x) = 0
Page 57 of 57

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STUDY GUIDE

Wishing you all the best for your studies

DAMELIN MANAGEMENT AND STAFF

Our core values are:

• Selection and Placement into

Exit • Higher Education

Instruction word What you need to know

On completion of this course the students should be able to:

TITLE AUTHOR/S EDITION ISBN NO PUBLISHER

MANDATORY COURSE REQUIREMENTS

1.1 Common factors

Another alternative is to use the method of dividing

1.2 Quadratic trinomials

The traditional method

1.4 Completing the square

It is a method used to solve quadratic equations.

Solve for x by completing the square 𝑥 2 + 8𝑥 − 6 = 0

The function that maps 𝑥 on to 𝑥 2 + 2𝑥 − 4 can be represented by the following notations

1.5 The remainder theorem

1.6 Addition and subtraction of fractions

TEST YOUR KNOWLEDGE

Determine the square roots of the following polynomial

Use factor reminder theorem and calculate the reminder if

5.1 Simplify the following algebraic fractions:

5.2 Determine the value of m if 𝑓(𝑥) = 6𝑥 3 + 4𝑥 2 + 𝑚𝑥 + 3 gives a remainder of 6 when

The laws of exponents

These laws guide the simplification of exponents

2.4 Multiplication and division of surds

1,000,000 = 106 (one million), and

Logs of small numbers

• 0.0001 = 10-4, and Log(0.0001) = -4.

• The logarithm is not defined for negative numbers.

Numbers not exact powers of 10

• Logarithms are defined for all positive numbers.

• In fact, Log(500) = 2.699

Small Numbers not exact powers of 10

• Log(0.001) = -3 and Log (0.0001) = - 4

• What would be the logarithm of 0.0007?

• In fact, Log (0.0007) = -3.155

• The antilog of 2 is 100 because 102=100.

• The antilog of -4 is 0.0001 because 10-4 = 0.0001

Find the antilog function on your calculator.

• To take antilogs, your calculator should have one of the following:

• A button marked LOG-1

• A button marked 10x

• A button marked ALOG

• A two-button sequence such as INV followed by LOG.

2.7 Laws of logarithms

Law number one

Law number two

Law number three

Law number four

Combine 3 ln s + ½ ln t – 4 ln(t2 + 1) into a single logarithm.

We use the Change of Base Formula with b = 8 and a = 10:

Rewrite 3log2 5 + log2 4 as a single logarithm

3log2 5 + log2 4 = log2 53 + log2 4

= log2 125 + log2 4

= log2 125  4 = log2 500

TEST YOUR KNOWLEDGE

a) (𝑙𝑜𝑔7 49)(𝑙𝑜𝑔3 27)(𝑙𝑜𝑔4 64)