SSIP 2019 Consolidated

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SECONDARY SCHOOL IMPROVEMENT PROGRAMME (SSIP) 2019
GRADE 12
SUBJECT: MATHEMATICS
LEARNER NOTES
© Gauteng Department of Education

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TABLE OF CONTENTS
Paper 1
SESSION TOPIC PAGE
1 Algebra (Revision – Gr 10 &11) 3
2 Patterns and Sequences 6
3 Functions and Graphs ( Revision – Gr 10 & 11) 14
4 Inverse Functions 23
5 Differential Calculus 28
6 Calculus: Cubic functions and Application 37
Paper 2
SESSION TOPIC PAGE
7 Trigonometry (Revision – Gr 11) 48
8 Trigonometry 55
9 Euclidean Geometry 60
10 Euclidean Geometry 66

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SESSION NO: 1
TOPIC: ALGEBRA (Equations, Inequalities & more)
Learner note: 2. 𝑥 2 = 6𝑥 − 12
Algebra is the branch of mathematics
concerning the study of the rules of 3. 𝑥 2 − 4𝑥 + 5 = 0
operations and relations, and the
constructions and concepts arising from 4. 2𝑥 2 + 3 = −8𝑥
them, including terms, polynomials,
equations and algebraic structures. Algebra
forms part of Paper 1 and you can score well Solve for 𝑥 (Inequalities)
in questions involving this topic.
1. −𝑥 2 + 2𝑥 + 3 ≥ 0
NB: Algebra and Equations (& inequalities)
contributes 25  3 marks out of 150 marks 2. (3𝑥 + 1)(𝑥 − 4) < 0
in Mathematics Paper 1.
3. (𝑥 − 5)(𝑥 − 6) ≤ 56
4. (𝑥 + 1)2 < 9
SECTION A: PRATICING THE BASICS IN
ALGEBRA Solve for 𝑥 (Squaring both sides)
30 minutes
1. 𝑥 − 1 = √7 − 3𝑥
Solve for 𝑥 (Equations)
2. 2𝑥 + √𝑥 + 1 = 1
1. 𝑥 2 − 5𝑥 = 6
3. 2√2 − 7𝑥 = √−36𝑥
2. 5𝑥 2 − 2𝑥 − 3 = 0
4. 3𝑥 = −√6𝑥 − 1
3. (𝑥 − 3)(𝑥 + 1) = 5
Solve for 𝑥 and 𝑦 (Simultaneous equations)
4. (𝑥 − 1)2 = 2(1 − 𝑥)
Solve for 𝑥 (correct to Two decimal places) 1. 3𝑦 = 𝑥 − 1 and

– (Using the formula) 𝑥 2 − 2𝑥𝑦 + 9𝑦 2 = 17
1. 3𝑥 2 − 5𝑥 − 7 = 0

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SECTION B: QUESTIONS FROM PAST PAPERS
DBE: NOV 2016

(>30 minutes)

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DBE: NOV 2017

(<30 minutes)
DBE: NOV 2018

(<30 minutes)

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SESSION NO: 2
TOPIC: PATTERN & SEQUENCES
Learner Note: Patterns and sequences is an exciting part of the curriculum. Make sure
you know the difference between arithmetic and geometric sequences. You also need to
know the relevant formulae for finding specific terms, and the sum of a certain number of
terms. The sum to infinity is an important concept as well as real world applications of the
formulae.
NB: Patterns & Sequences contributes 25  3 marks out of 150 marks in Mathematics
Paper 1.
SECTION A: PRATICING THE BASICS
ARITHMETIC SEQUENCE & SERIES (35 minutes)
(a) Consider the sequence: -2; 3; 8; 13; 18; …
(1) Determine the 100th term. (2)

(2) Determine the sum of the first 100 terms. (2)
(b) The 13th and 7th terms of an arithmetic sequence are 15 and 51 respectively.
Which term of the sequence is equal to 21 (6)
(c) Given arithmetic series 18 + 24 + 30 + ⋯ + 300
1) Determine the number of terms in the series. (3)
2) Calculate the sum of this series. (2)
3) Calculate the sum of all the whole numbers up to and including 300 that
are not divisible by six. (4)
𝑛
(d) The sum of 𝑛 terms is given by 𝑆𝑛 = (1 + 𝑛), find 𝑇5 . (3)
2
(e) Consider the series: S n  3  5  13  21  ... to n terms.
1) Determine the general term of the series in the form Tk  bk  c . (2)

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2) Write S n in sigma notation. (2)
Show that S n  4n  7 n .
2
3) (3)
GEOMETRIC SEQUENCE & SERIES (30 minutes)
1. The following geometric sequence is given: 10 ; 5 ; 2,5 ; 1,25 ; ...
(a) Calculate the value of the 5th term, T5 , of this sequence. (2)
(b) Determine the n th term, Tn , in terms of n. (2)
(c) Explain why the infinite series 10 + 5 + 2,5 + 1,25 + ... converges. (2)
(d) Determine S   S n in the form ab n , where S n is the sum of the first n terms of
the sequence.
(4)
2. In a geometric sequence, the 6th term is 243 and the 3rd term is 72 .
Determine:
(a) The constant ratio. (4)
(b) The sum of the first 10 terms. (4)
3. Given the geometric series: 8 x  4 x  2 x  ...

2 3 4
(a) Determine the nth term of the series. (3)

(b) For what value(s) of x will the series converge? (2)
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(c) Calculate the sum of the series to infinity if x  . (3)
2
MIXED
1 1 1
Consider the sequence: ; 4 ; ; 7 ; ; 10 ; ...
2 4 8
(a) If the pattern continues in the same way, write down the next TWO terms in the
sequence. (2)

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(b) Calculate the sum of the first 50 terms of the sequence. (7)
SECTION B: NOTES ON CONTENT
Arithmetic Sequences and Series

An arithmetic sequence or series is the linear number pattern discussed in Grade 10.
We have a formula to help us determine any specific term of an arithmetic sequence. We also
have formulae to determine the sum of a specific number of terms of an arithmetic series.
The formulae are as follows:
Tn  a  (n  1)d where a  first term and d  constant difference

n
Sn   2a  (n  1)d  where a  first term and d  constant difference
2
n
Sn   a  l  where l is the last term
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Geometric Sequences and Series

We have a formula to help us determine any specific term of a geometric sequence. We also
have formulae to determine the sum of a specific number of terms of a geometric series.
The formulae are as follows:
Tn  ar n1
a (r n  1)
Sn  where r  1
r 1
Convergent geometric series

Consider the following geometric series:
1 1 1 1
    ................
2 4 8 16
We can work out the sum of progressive terms as follows:

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S1   0,5 (Start by adding in the first term)
2
1 1 3
S2     0,75 (Then add the first two terms)
2 4 4
1 1 1 7
S3      0,875 (Then add the first three terms)
2 4 8 8

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1 1 1 1 15
S4       0,9375 (Then add the first four terms)
2 4 8 16 16
If we continue adding progressive terms, it is clear that the decimal obtained is getting closer
and closer to 1. The series is said to converge to 1. The number to which the series converges
is called the sum to infinity of the series.
There is a useful formula to help us calculate the sum to infinity of a convergent geometric
series.
a
The formula is S 
1 r
1 1 1 1
If we consider the previous series     ................
2 4 8 16
1 1
It is clear that a  and r 
2 2
1
a
S   2 1
1 r 1 1
2
A geometric series will converge only if the constant ratio is a number between negative one
and positive one.
In other words, the sum to infinity for a given geometric series will exist only if 1  r  1 .
If the constant ratio lies outside this interval, then the series will not converge.

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SECTION C: QUESTIONS FROM PAST PAPERS
DBE: NOV 2016

(< 31 minutes)
(<18 minutes)

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DBE: Nov 2017

(<22 minutes)
(<9 minutes)

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DBE: NOV 2018

(< 33 minutes)
(< 13 minutes)

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SESSION NO: 3
TOPIC: FUNCTIONS AND GRAPHS
Learner Note: Functions describe specific relationship(s) between two variables, where
the x-values are mapped to only one y-value. Functions allow us to visualise relationships
in the form of graphs. You need to be able to draw graphs of functions, read and interpret
graphs.
NB: Functions and Graphs contributes 35  3 marks out of 150 marks in Mathematics
Paper 1.
Straight line and Parabola (25 minutes)
1. Draw a sketch graph of the curve of 𝑓(𝑥) = −𝑥 2 − 𝑥 + 12. Show the intercepts with
the axes and the coordinates of the turning point clearly.
2. Draw on the same system of axes the straight line defined by 𝑔(𝑥) = 𝑚𝑥 + 𝑐 which
intersects the parabola at (-2; a) and (2; b)
3. Calculate the values of a, b, m and c.
4. Deduce from the graph for what values of 𝑘, −𝑥 2 − 𝑥 + 4 = 𝑘 will have two negative,
real roots.
Hyperbola (13 minutes)
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Given: 𝑓(𝑥) = +2
𝑥−4
1. Write down the domain of 𝑓.
2. For what value of 𝑥 is 𝑓(𝑥) = 0?
3. Determine the value of 𝑝, if A(0; 𝑝) lies on the graph for 𝑓.
4. Write down the equations of the asymptotes of 𝑓.
5. Draw a neat graph of , indicating the asymptotes and intercepts with the axes.

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Exponential (14 minutes)
1. Draw the graph of 𝑦 = 𝑓(𝑥) = 2𝑥 on a system of axes.
2. On the same system of axes draw:
i. 𝑔(𝑥) = 𝑓(𝑥) − 2
ii. ℎ(𝑥) = 𝑓(𝑥 + 1)
iii. 𝑘(𝑥) = 𝑓(𝑥 − 1) + 3
Trig Graphs (17 minutes)
1. On the same set of axes draw sketch graphs of the following functions:
𝑓(𝑥) = 𝑠𝑖𝑛2𝑥, −180° ≤ 𝑥 ≤ 180°
𝑔(𝑥) = cos(𝑥 + 60°) , −180° ≤ 𝑥 ≤ 180°
Use your sketch graph to answer the following questions:
2. Write down the period of 𝑔.
3. If the y-axis is moved 30° to the right, write down the equation of the function which
is then represented by 𝑔.
4. Indicate on the sketch with the characters A, B, C … where the solution of 𝑠𝑖𝑛2𝑥 −
cos(𝑥 − 60°) = 0 for 0° ≤ 𝑥 ≤ 180° can be read off.
5. The figure shows the sketch graph of the function 𝑦 = atan 𝑘𝜃:
Determine the values of 𝑎 and 𝑘.

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DBE – Nov 2016

(<13 minutes)

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(<17 minutes)

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DBE – Nov 2017

(27 minutes)
DBE – Nov 2018
(<9 minutes)

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(<24 minutes)

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Paper 2 Functions
DEB – Nov 2016
(<15 minutes)

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DBE: Nov 2017

(<15 minutes)

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DBE – Nov 2018

(<17 minutes)

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SESSION NO: 4
TOPIC: INVERSE FUNCTIONS
Learner Note: Changing from exponential to logarithmic form in real world problems is
the most important concept in this section. This concept is particularly useful in Financial
Maths when you are required to solve for n.
Inverse of a linear Function (5 minutes)
Given 𝑓(𝑥) = 𝑥 + 3
1. Determine the following:
(a) The domain and range of 𝑓.
(b) Inverse (𝑓 −1 ) of 𝑓.
(c) The domain and range of 𝑓 −1 .
2. Sketch both the function and its inverse
Inverses of Parabola and Exponential function (10 minutes)
Sketched below are the graphs of f ( x)  3x and g ( x)   x 2

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(a) Consider the graph of g ( x)   x 2
(1) Write down a possible restriction for the domain of g ( x)   x 2

so that the inverse of the graph of g will now be a function.
(2) Hence draw the graph of the inverse function in (1)
(b) Explain why the inverse of the graph of g ( x)   x 2 is not a function.
(c) Write down the equation of the inverse of the graph of f ( x)  3x in the form
f 1 ( x)  .....
(d) On a set of axes, draw the graph of the inverse of f ( x)  3x
(e) Write down the domain of the graph of f 1 ( x )
If a number is written in exponential form, then the exponent is called the logarithm of the
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number. For example, the number 64 can be written in exponential form as 64  2 . Clearly,
the exponent in this example is 6 and the base is 2. We can then say that the logarithm of 64
to base 2 is 6. This can be written as log2 64  6 .
The base 2 is written as a sub-script between the “log” and the number 8.
exponent
In general, we can rewrite number  base in logarithmic form as follows:
number  baseexponent
 log base (number)  exponent

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DBE – Nov 2017

(<17 minutes)

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DBE – Nov 2018

(<9 minutes)

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SESSION NO: 5
TOPIC 1: DIFFERENTIAL CALCULUS – LIMITS, FIRST PRINCIPLES, RULES OF DIFFERENTIATION

AND TANGENTS
Learner note:
Differential Calculus allows us to measure things that are changing as they change. The
important point is not the amount of change, but the rate of change. It is this concept that is
the basis of differential calculus. It enables us to find the gradients of curves at various points.
NB: Differential Calculus contributes  35 marks out of 150 marks in Mathematics Paper 1.
In this session we will focus on summarising what you need to know about:
 Functional notation
 Average gradient
 Limits
 Derivative from First Principles
 Derivatives from rules
 Tangents to a curve
LIMITS (7 minutes)
Find the following limits:

(a) lim (3x 2  5 x  2) (1)
x 2
 x2  4 
(b) lim   (2)
x  2  x  2 
 x2  4 x  4 
(c) lim   (2)
x  0  x  2 
(d) lim (2 x  3) (1)
x 1
[6]

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First principles (12 minutes)
1. Determine f ( x ) from first principles.
(a) 𝑓(𝑥) = 4𝑥 2
(b) 𝑓(𝑥) = (𝑥 − 2)2
Differentiation (20 minutes)
1 4
(a) Determine the derivative of: f ( x)  2 x 2  x 3
2
x5
(b) Differentiate y  with respect to x
x
dy
(c) If y  ( x 6 1) 2 , prove that 12 x5 y , if x  0
dx
2x
(d) Determine the derivative of: h( x)  5 x 2  3
x
(e) Determine Dx [( x  1)(3 x  7)]
2
 1 
(f) Differentiate: m( x )    4x 
3
x 
Gradients and tangents (20 minutes)
(a) Given: f ( x)  x 2  8
(1) Determine f ( x ) .
(2) Calculate f ( 3) . What does your answer represent?
(3) Calculate f ( 3) .What does your answer represent?
(4) Determine the equation of the tangent to f ( x)  x 2  8 at x   3
Given: f ( x)  3x  4
2
(b)
(1) Differentiate f ( x ) from first principles
(2) A( x ; 23) , where x  0 , and B(2; y ) are points on the graph of 𝑓

Calculate the numerical value of the average gradient of 𝑓 between
A and B

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(c) Determine the gradient of the tangent of the graph of f ( x)   3 x3  4 x  5

at x   1
(d) For which x-value (s) will the gradient of g ( x)  x3  9 x 2  28 x  3 be

equal to 20?
(e) Determine the co-ordinates of the point(s) where the tangent to the graph of
y  x 2  2 x  3 will be parallel to y   2 x  1 .
(f) Determine the co-ordinates of the point (s) where the tangent to the graph of
y   x 2  x  3 will be perpendicular to y   3 x  5 .
Terminology and definitions
The most important fact in Calculus is that the gradient of the tangent to a curve at a given
point is the gradient of the curve at that point.
Other words for gradient are: rate of change, derivative, slope

dy
Symbols for gradient are: f ( x) Dx
dx
f (a ) is the gradient of f at x  a
f (a ) is the y -value corresponding to x  a f (a)
mt  m f  f (a )
Average gradient
If the graph is a curve, then the gradients between different pairs of points on the curve differ,
so we can only find the average gradient between two points on the curve.
The average gradient (or average rate of change) of a function f between x  a and x  b
and is defined to be the gradient of the line joining the points on the graph of the function.
We say that the average gradient of f over the interval is the gradient of the line ab.

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f ( x  h)  f ( x )
Average gradient 
h
change in dis tan ce
Average speed 
change intime
s(t  h)  s (t )
V(t) 
h
f ( x2 )  f ( x1 )
m
x2  x1
Concept of limits: The value of the function as x approaches a particular value. When doing a
limit, it is important that the denominator of a fraction not become zero. If this is going to
happen, we need to simplify the fraction first.
1
Look at f(x) 
x
1 1
If x   then   0
x 
1 1
We say: the limit of as x approaches towards infinity, is zero and write it as lim  0
x x  x
  is bigger than any other number that can be defined.
x2  9
 If we want to determine the lim , then it is important that we first simplify the
x 3 x  3
expression and then substitute x with the 3.

f ( a  h)  f ( a )
 Gradient at a point (a ; f (a))  lim .
h 0 h
 The gradient of f at the point (a ; f (a )) also is the gradient of the tangent to the graph
of f at the point where x = a.
s(t  h)  f (t )
 Speed at a specific time t =  lim
h 0 h
 REMEMBER: h represents a change in time, therefore we say h  0
f ( x  h)  f ( x )
First Principles: From the definition f ( x)  lim
h0 h
The formula to determine the gradient of a function from first principles is given by the
following limit:

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f ( x  h)  f ( x )
f ( x)  lim
h0 h
Derivative of a function
 When we find an expression for the slope of a function f at any point, where it is
possible to, we determine the derivative of the function (or the slope function) at that
f ( x  h)  f ( x )
point. f / ( x)  lim
h 0 h
 Notations:
f / ( x) can be written as:
d dy
 f ( x)  ; ; Dx [ f ( x)]
dx dx
 Rules for differentiation:
f / ( x) can be found from First Principles or by means of the rules for differentiation.
You will be required to use the following rules of differentiation to determine the gradient of
a function.
d
1. If f ( x )  k , then k   0 if k 
dx
2. If f ( x )  x n , then
dx
 
d n
x  nx n 1
3. If f ( x)  kx n , then
d
dx
 
kx n  knx n 1
4. If Dx  f ( x)  g ( x)  , then Dx  f ( x )  Dx  g( x )
Notes on derivatives
 The derivative is:

 the gradient of the tangent
 the gradient at a point

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 the instantaneous rate of change

 At all the turning points of the graph of f ( x) will f / ( x)  0 , because the slope of the
tangent point is equal to zero (if it is parallel to the x-axis).
 f / (a ) gives the slope of the tangent to the graph of f at the point where x  0
 REMEMBER:
 If f / (a )  0 , then the function f is increasing by x = a at x = a.
 If f / ( a )  0 , then the function f is decreasing by x = a at x = a.
Functional notation:
f ( x)  2 x 2  x 15 , find:
1. f (2)
2. f ( 3)
3. f (a)
4. f ( x  1)
5. f ( x  h)
Tangent: the tangent to a point on the curve is a straight line that touches the curve at that
single point and has the exact same gradient as the curve at that point.
Determining the equation of the tangent to a curve at a point

The gradient of the tangent to a curve at a point is the derivative at that point.
The equation is given by y  y1  m( x  x1 ) where ( x1 ; y1 ) is the point of tangency and
m  f ( x1 ) .
To find the equation of a tangent to a curve
 We must have the coordinate of the point of contact. If not, we must have the x-value
and substitute back for the y-value. Alternatively, we must have the gradient and work
back to find the x-value.

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 To find the gradient, we must find the derivative and substitute the x-value of the
point of contact.
 We can now determine the equation of the tangent using y  y1  m( x  x1 ) or
y  mx  c
EXAMPLE:
Determine the equation of the tangent to the curve f ( x)  x 2  4 at the point (1;  3)
Solution:
f / ( x)  2 x Determine the derivative of f ( x)
f / (1)  2(1) Substitute the x-coordinate of the point
2 The gradient of the tangent is therefore 2.
y  y1  m( x  x1 ) Use the equation of a straight line
y  (3)  2( x 1) Substitute the gradient and the point of
contact
y  3  2x  2 Rearrange to make y the subject of the
y  2x  5 formula

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DBE: Nov 2017

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DBE: Nov 2018

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SESSION NO: 6
TOPIC 2: DIFFERENTIAL CALCULUS – CUBIC FUNCTIONS AND APPLICATION OF CALCULUS
 Remainder and factor theorem
 Sketching of a cubic function
 Graph interpretation
 Application of Calculus
 Maxima and Minima problems
 Rates of change (calculus of motion)
Cubic Function (1 hour)
Given: f ( x)  2 x  23x  80 x  84
3 2
1.
(a) Prove that ( x  2) is a factor of f .

(b) Hence, or otherwise, factorise f ( x ) fully.
(c) Determine the x-coordinates of the turning point of f .
(d) Sketch the graph of f , clearly labelling ALL turning points and intercepts with the axes.
(e) Determine the coordinates of the y-intercept of the tangent to f that has a slope of
40 and touches f at a point where the x-coordinate is an integer.
2. The graph of g ( x)  x3  bx 2  cx  d is sketched below. The graph of g intersects the

x-axis at (−5 ; 0) and at P, and the y-axis at (0 ; 20). P and R are turning points of g.

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(a) Show that b = 1, c = -16 and d = 20

(b) Calculate the coordinates of P and R.
(c) Is the graph concave up or concave down at (0; 20)? Show ALL your
calculations.
3. Given: f ( x)  2 x3  5 x 2  4 x . Determine the interval on which f is concave up.
4. The graph of y  ax 2  bx  c below represents the derivative of f . It is given that

f / (1)  0 , f / (3)  0 and f / (0)  6 .
y
y=f'
x
0
(a) Write down the x-coordinates of the stationery points of f .

(b) For which value (s) of x is f strictly decreasing?
(c) Explain at which value of x the stationery point of f will be a local minimum?
(d) For which value (s) of x is f concave up?
(e) Determine the x-coordinate of the point of inflection of f .
Application of Differential Calculus (22 minutes)
1. The mass of a baby in the first 30 days of life is given by:
M (t )  t 3  9t 2  3000 ; 0  t  30
t is the time in days and M is the mass of the baby in grams.
(a) Write down the mass of the baby at birth.

(b) A baby’s mass usually decreases in the first few days after birth. On which day will the
baby’s mass return to its birth’s mass?
(c) On which day will this baby have a minimum mass?
(d) On which day will the baby’s mass be decreasing fastest?

39
2. A soft drink can has a volume of 340 cm3 , a height of h cm and a radius of r cm .
(a) Express h in terms of r.

(b) Show that the surface area of the can is given by
S(r )  2 r 2  680r 1 .
(c) Hence, determine the value of the radius that will ensure that the total
surface area is a minimum.
Terminology and definitions

Notes on derivatives
 The derivative is:

 the gradient of the tangent
 the gradient at a point
 the instantaneous rate of change
 At all the turning points of the graph of f ( x) will f / ( x)  0 , because the slope of the
tangent point is equal to zero (if it is parallel to the x-axis).
 f / (a ) gives the slope of the tangent to the graph of f at the point where x  0
 REMEMBER:
 If f / (a )  0 , then the function f is increasing by x = a at x = a.
 If f / ( a )  0 , then the function f is decreasing by x = a at x = a.

40
Functional notation:
f ( x)  2 x 2  x 15 , find:
6. f (2)
7. f ( 3)
8. f (a)
9. f ( x  1)
10. f ( x  h)
Tangent: the tangent to a point on the curve is a straight line that touches the curve at that
single point and has the exact same gradient as the curve at that point.
Determining the equation of the tangent to a curve at a point

The gradient of the tangent to a curve at a point is the derivative at that point.
The equation is given by y  y1  m( x  x1 ) where ( x1 ; y1 ) is the point of tangency and
m  f ( x1 ) .
To find the equation of a tangent to a curve
 We must have the coordinate of the point of contact. If not, we must have the x-value
and substitute back for the y-value. Alternatively, we must have the gradient and work
back to find the x-value.
 To find the gradient, we must find the derivative and substitute the x-value of the
point of contact.
 We can now determine the equation of the tangent using y  y1  m( x  x1 ) or
y  mx  c
Rules for sketching the graph of a cubic function

The graph of the form f ( x)  ax3  bx 2  cx  d is called a cubic function. If we are given
the x-intercepts and one other point we use: y  a( x  x1 )( x  x2 )( x  x3 ) .
The main concepts involved with these functions are as follows:

41
Shape of the curve
Intercepts with the axes:

For the y-intercept, let x  0 and solve for y
For the x-intercepts, let y  0 and solve for x
(you might have to use the factor theorem here)
b
Factor theorem: If any polynomial f ( x) is divided by (ax  b) and , f    0 , then (ax  b) is
a
a factor of f ( x) .
That is,
1. If f ( a )  0 , then x  a is a factor of f ( x) . For example, if f (1)  0 , then x  1 is a factor of
f ( x ) ; if f (2)  0 , then x  2 is a factor of f ( x )
2.Once you have found one factor (by applying trial-and-improvement method), divide f ( x)
by your factor, ( x  a ), using long division method or by inspection.
3.Factorise the quotient (which is the quadratic expression)
Stationary points (Turning points):
 Stationery point: is a point where the derivative of the function is zero, i.e., the
gradient at a stationery point is zero.
 Turning point: is a stationery point at which a curve turns around, i.e., it changes from
increasing to decreasing or vice versa.
 Local maximum: is the highest value of a function within a particular region, but not
necessarily the highest value of the whole function.
 Local minimum: is the lowest value of a function within a particular region, but not
necessarily the lowest value of the whole function
Determine f ( x ) , equate it to zero and solve for x.

Then substitute the x-values of the stationary points into the original equation to obtain the
corresponding y-values.
If the function has two stationary points, establish whether they are maximum or minimum
turning points.

42
Points of inflection:
If the cubic function has only one stationary point, this point will be a point of inflection that
is also a stationary point.
For points of inflection that are not stationary points, find f ( x ) , equate it to 0 and solve for
x. Alternatively, simply add up the x-coordinates of the turning points and divide by 2 to get
 x x 
the x-coordinate of the point of inflection  i.e., x  1 2  . Substitute the x-values into the
 2 
original equation to determine the corresponding y-values.
Concavity
 f / / ( x)  0
 f / / ( x)  0  Concave up
 f / / ( x)  0  Concave down

43
Maxima and Minima problems

Know the formulae for perimeter, area and volume of the basic shapes, e.g. Spheres, cubes,
cylinder, rectangle, triangular prisms, circles and trapeziums. You need to develop the
equations defining the given information.
f / ( x)  0
Solve for x
Substitute int o f ( x ) to get y
(max imum / min imum)
Knowledge from Science (Calculus of motion):
Notes on Calculus of Motion

Rates of change are useful when working with equations of motion. We know from physics
that:
 Displacement is the change in position of an object.
1
s  ut  at 2 Where s is the displacement, and u and a are constants;
2
 Speed is the rate of change of displacement, expressed as distance moved per unit of
time.
ds
 u  at This is velocity (instantaneous speed)
dt
ds
V 
dt
 Velocity is the rate of change of displacement in a particular direction
(speed does not contain direction)
ds
V  ut  at or V 
dt
 Acceleration is the rate of change of velocity
dv
 a Which is acceleration
dt
For a maximum or a minimum f / ( x)  0

If the x-value is a maximum then f / / ( x)  0
If the x-value is a minimum then f / / ( x)  0

44

45
DBE – NOV 2016

(<17 minutes)
(9 minutes)
DBE - Nov 2017

(18 minutes)

46
(9 minutes)
DBE - Nov 2018

(18 minutes)

47

48
SESSION NO: 7
TOPIC 1: Trigonometry
Learner note: Trigonometry is branch of mathematics that studies relationships between

side lengths and angles of triangles.
NB: Trigonometry contributes 40  3 marks out of 150 marks in Mathematics Paper 2.
 The reduction formulae
 Trigonometry identities
 Solve trigonometry equations
SECTION A: PRACTICING THE BASICS
Grade 11 Trigonometry Problems (1.5 hours)
1. Given: 2 sin x  3  0 and cos x  0
Determine the following by using a relevant diagram
a) cos 2 x
sin(180  x)
b)
tan360  x) 
c) cos(90   x) . cos 30 
2. Simplify without using a calculator:
a) sin150.cos 240.tan 315
cos 210.tan 2 315

b)
sin 300.cos120
sin(180  )
c)
cos360.cos(360  )
sin(180°−𝐴).𝑡𝑎𝑛𝐴.sin(90°+𝐴)
d)
tan(180°+𝐴).cos(−𝐴).sin(−𝐴)

49
tan(180  x)cos(360  x)
e) sin(180  x)cos(90  x)  cos(540  x)cos( x)
tan(180°−𝑥).sin(90°+𝑥)
f) − 𝑠𝑖𝑛𝑦. cos(90° − 𝑦)
sin(−𝑥)
3. Prove:
sin 2 x. cos x. tan x

a)  sin x
1  cos 2 x
b) sin4 θ − cos4 θ = 1 − 2cos 2
4. Determine the general solution:
a) 3𝑠𝑖𝑛2 𝜃 = 2𝑠𝑖𝑛𝜃
b) 9𝑠𝑖𝑛2 𝜃 = 25𝑐𝑜𝑠 2 𝜃

50
SUMMARY OF ALL GRADE 11 TRIGONOMETRIC THEORY
1. BASIC RELATIONS (SIMPLIFYING OF TRIGONOMETRIC

EXPRESSIONS)
TRIGONOMETRIC RATIOS
cos(90    )  sin 
sin(90    )  cos 
cos(90    )   sin 
sin(90   )  cos 
REDUCTION FORMULAE

51
Always remember that
negative angles are in the
fourth quadrant
sin(  )   sin 
cos( )  cos
tan( )   tan 
tan( 360    )  tan 

cos(360    )  cos 
sin(360    )  sin 
Whenever the angle is greater than 360 , keep subtracting 360

from the angle until you get an angle in the interval  0 ;360 .
SPECIAL ANGLES

52
IDENTITIES
FUNDAMENTAL IDENTITIES (BASIC IDENTITIES)
TRIGONOMETRIC EQUATIONS AND GENERAL SOLUTION
Method for finding the solution
 Simplify the equation using algebraic methods and trigonometric identities

 The equation should be in standard form
tan x  a ; a  R
cos x  a ; a  [1;1]
sin x  a ; a  [1;1]
 Determine the reference angle angle(use a positive value)
 Use the CAST diagram to determine where the function is positive or negative (
depending on the diagram information given)
1. 1st quadrant: reference angle
2. 2nd quadrant: 180o – reference angle
3. 3rd quadrant: 180o + reference angle
4. 4th quadrant: 360o – reference angle
Please avoid using 90o – reference angle or 90o + reference angle or 270o – reference angle
 Restricted values: finding the angles that lie within a specified interval by adding or
subtracting multiples of the appropriate period.

53
GENERAL SOLUTION
General Solutions
Note θref is the reference angle
1. Sine: θ = θref + k.360o ; k  Z

2. Cosine: θ = θref + k.360o ; k  Z
3. Tangent: θ = θref + k. 180o ; k  Z
GENERAL SOLUTIONS OF DIFFERENT TYPES

e.g.
TYPE 1 ( Same angle):
sin 2  cos 2  0
TYPE 2 ( Common Factor):

2 sin  cos   cos   0
TYPE 3(Grouping):
2 sin  cos   6 sin   cos   3  0
TYPE 4(Trinomial):
sin 2   sin   2  0
TYPE 5(Trinomial):
sin 2   2 cos   2  0
TYPE 6(Trinomial):
cos 2   sin  cos   1
TYPE 7(Co- Function) :

sin   cos 
sin   cos(90    ) and cos   sin(90    )
sin   sin(180    ) and cos   cos(360    )
sin   cos 50   sin   sin 40  or sin 140   140   180   40 
cos   sin 10   cos   cos 80  or cos 280   280   360   80 
TYPE 8 (Co – function)

sin(  )   sin    sin   sin(  )
 sin 20   sin( 20 )
 sin(  10 )  sin(10    )
cos(  )  cos  and  cos   cos(  )  cos 

54
RESTRICTIONS FOR   [0;360 ]
a) tan 90  and tan 270  are undefined

b)  1  sin   1 for all values of  and  1  cos   1 for all values of  .
1
c) Division by 0 is undefined. Thus is undefined if f ( )  0 .
f ( )
e.g.
1
 is undefined if cos   0    90  or   270  .
cos
1
 is undefined if sin   0    180  or   360  .
sin 
1
 is undefined if tan   0    0 or   180  or   360  .
tan 
d) f ( ) is undefined if f ( )  0 .
e.g. sin  is undefined if sin   0  180     360  .
e) f ( )  0 is meaningless because f ( ) is a positive value
e.g. sin   0,6 means that there is no value for  .

55
SESSION NO: 8
TOPIC 2: Trigonometry
 Compound-angle identities
 Double-angle identities
 Trigonometry equations
(30 minutes)
2 7
1. sin A  ; cos A  0 and cos B  ; B  [0;90 ] .Use sketches to determine
3 9
cos( A  B)
2. If sin18  t , use a diagram to determine the following in terms of t:
cos 2 18.tan 2 18

a)
sin18
b) By using identities, verify your answer.
3. Simplify the following without using a calculator:
a) sin 130  sin 320

2 2
b)
4. Prove that:
𝑐𝑜𝑠𝑥 𝑐𝑜𝑠2𝑥
a) − = 𝑠𝑖𝑛𝑥
𝑠𝑖𝑛2𝑥 2𝑠𝑖𝑛𝑥
2𝑠𝑖𝑛2 (180°−𝑦)+sin(2𝑦) 2𝑠𝑖𝑛𝑦

b) =
𝑐𝑜𝑠2𝑦 𝑐𝑜𝑠𝑦−𝑠𝑖𝑛𝑦
2𝑐𝑜𝑠2𝑥.𝑐𝑜𝑠𝑥 2
c) + 2𝑡𝑎𝑛𝑥. 𝑠𝑖𝑛𝑥 =
𝑐𝑜𝑠2 𝑥−𝑠𝑖𝑛2 𝑥 𝑐𝑜𝑠𝑥

56
5. Determine the general solution of the following:
a) sin 2  cos 2
b) sin(  30 )  cos 70 
c) tan   3 tan   2  0
2
d) cos(θ − 30°) − cos(θ + 30°) = 2sin2 θ
COMPOUND ANGLES

57
NOV 2016
(<26 minutes)

58
DBE - NOV 2017

(<24 minutes)

59
DBE - NOV 2018

(27 minutes)

60
SESSION NO: 9
TOPIC 1: Euclidean Geometry
Learner note: learners should know the theory (‘book work’) of Euclidean Geometry WELL
if they want to achieve good marks in this section.
In the Euclidean Geometry section of Paper 2 they will be asked to prove two theorems,
one Grade 12 and one Grade 11 theorem. These are guaranteed, safe marks.
NOTE: When proving a theorem a learner MUST use the correct diagram with the necessary
constructions done in that diagram before examiners will mark the proof. The proof itself
can be a 100% correct but if there is no diagram, or the incorrect diagram is used, the
learner will be penalized ALL the marks.
NB: Trigonometry contributes 50  3 marks out of 150 marks in Mathematics Paper 2.
QUESTION 1
ABCD is a cyclic quadrilateral with

AD  AC and D̂  80.
AB and DC are produced to meet at E.
1.1 Name with reasons three other angles equal to 80 

1.2 If it is further given that BÂD  70, calculate the magnitude of
1.2.1 Ĉ3
1.2.2 Ê
1.2.3 D̂1

61
2 In the diagram QT  PS, Q̂1  30 and

QPA  PSR
2.1 Name three angles that are equal to 60 . Give reasons.

2.2 Calculate QRS and show that PS// QR.
2.3 Prove that TR ia a diameter t o the circle.
3. PQRS is a cyclic quad of circle with

centre O. PQ//SR. PS and QR produced
meet at T.
Prove that :
(a) TSR is isosceles
(b) PORT is a cyclic quadrilateral.
4. The diagram below shows the circle

centred at O and chord PQ.
OR  PQ. OR  6 units
and PQ  16 units.
Calculate the length of OQ.

62
5. In the accompanying diagram, AB is a

diameter of the circle. PCQ is a
tangent to the circle at C.
AC, CB, CD and DB are straight lines.
Calculate , giving reasons , the size of the following :

5.1 Ĉ 2
5.2 Â
5.3 D̂
5.4 Ĉ1
6. BCDE is a cyclic quadrilateral. The lines
DE and CB are produced and intersect
at point A. DC // BE.
6.1 Prove that Ĉ  D̂

6.2 Prove that AE = AB.
7. In the figure TD is a tangent to the circle

ABCD. AD//BC. AB and DC produced
meet at W.
TBS is a straight line.
If B̂1  B̂3 , Prove that :
7.1 BWTD is a cyclic quadrilate ral

7.2 TBS is a tangent t o the circle ABCD
7.3 TW // BC

63
8. O is the centre of two semi - circles.

ABC is a tangent to the inner semi - circle
at B.DC and OB are drawn.
8.1 Prove that :

8.1.1 OB // DC
8.1.2 AB  BC
8.2 If AD  13cm and BO  2,5cm, calculate the value of :
8.2.1 DC
8.2.2 Â
8.2.3 the area of BCO

64
SECTION B: NOTES
 PROOFS THAT ARE EXAMINABLE (LEARNERS MUST KNOW IT WELL)
1. The line drawn from the centre of a circle perpendicular to a chord bisects the chord.
2. The angle at the centre of the circle is equal to twice the angle at the circle on condition that
they are subtended by the same arc.
3. The opposite angles of a cyclic quadrilateral are supplementary.
4. The angle between the tangent to a circle and the chord drawn from the point of contact is
equal to the angle in the alternate segment.
5. The line drawn parallel to one side of a triangle divides the other two sides proportionally.
6. Equiangular triangles are similar.
 THE FOLLOWING FACTS ARE DERIVED FROM THE THEOREMS AND SHOULD BE KNOWN AND
RECOGNISED. LEARNERS WILL USE THESE IN ALL THE PROBLEMS
1. Angles in a semi-circle equal 90o.

2. Equal chords subtend equal angles at the circumference.
3. In equal circles, equal chord subtend equal angles at the circumference.
4. In equal circles, equal chords subtend equal angles at the centre.
5. The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle of the cyclic
quadrilateral.
6. If the exterior angle of a quadrilateral is equal to the interior opposite angle of the
quadrilateral, then the quadrilateral is cyclic.
7. Two tangents drawn from a point outside the circle are equal in length.
 ALSO, THE THEORY OF QUADRILATERALS (Gr 10 Geometry) WILL BE INTEGRATED INTO

QUESTIONS. LEARNERS MUST THOROUGHLY REVISE THIS CONTENT.

65
REMEMBER….
Learners will be assessed on:
 Grade 11 Euclidian Geometry (CIRCLE Geometry)

 Proportionality – here the Grade 10 Midpoint Theorem might get involved
 Similarity – here Grade 11 Circle Geometry plays a huge role
 MAYBE, the theorem of Pythagoras
GENERAL HINTS WHEN ATTEMPTING GEOMETRY PROBLEMS:
1. Don’t assume things. DON’T assume that an angle is 90o if it looks like it.
It has to be stated.
2. Don’t assume that a line is a diameter. It has to be stated.

Same with the centre of the circle. If it is not stated it is not the centre.
3. If you have to prove angles equal, make a separate list of equal angles.
Somewhere you will find a common link.
4. In order to solve riders quickly and successfully, one needs to develop a strategy that
works for him/her.
Below is one possible strategy:
GRADE 11 CIRCLE GEOMETRY: 9 THEOREMS SUMMARY
Encourage your learners to write the above summary down quickly before they start doing
Geometry. It should take them 30 seconds if they know the theory. It will assist them to
decide which theorems are applicable in the problem they must solve.

66
SESSION NO: 10
TOPIC 2: Euclidean Geometry
SECTION A: TASKS
1.1 If in LMN and FGH it is given that

L̂  F̂ and M̂  Ĝ, prove the theorem
LM LN
that states  .
FG FH
1.2 In the diagram alongside , VRK has P on

VR and T on VK such that PT// RK.
VT  4 units, PR  9 units , TK  6 units
and VP  2 x  10 units.
Calculate the value of x.
Question 2
2 O is the centre of the circle CAKB.
AK produced intersects circleAOBT at T.
AĈB  x.
2.1 Prove that T̂  180   2 x . 3

2.2 Prove that AC//KB. 5
2.3 Prove that BKT /// CAT 3

67
2.4 If AK : KT  5 : 2, determine the value of AC : KB. 3
Question 3
3.1 In the diagram A, B, C and D are four 6

points onthe circle with centre O.
Prove the theorem which states that :
BÂD  BĈD  180.
3.2 In the diagram alongside, PQRS is a cyclic

quadrilateral with PQ  QR, PR  SR and 21
PQ//SR.
ASB is a tangent at S and meets OP
produced at A.
PR is joined.
3.2.1 If Ŝ3  x, find , with reasons, five other angles equal to x. 5

3.2.2 If S1  y, find , with reasons, three other angles equal to y. 3
3.2.3 Calculate the numerical values of x and y. 5
3.2.4 Prove that PS  QR. 3
3.2.5 Is it true for all trapeziums which are also cyclic quadrilaterals, that the non parallel 5
sides must be equal?
Give a reason for your answer.
Question 4
In the figure MN is the diameter
of a semi - circle with centre O.
MN is produced to R such that
MN  2NR. RS is a tangent to the
circle at S and RE  MR.
MS produced meets RE at E.

68
Prove that :
4.1 SNRE is a cyclic quadrilateral (4)
4.2 RS  RE (6)
4.3 2RE 2  MS.ME (9)
Question 5
5 AC is a diameter of a circle passing

through the vertices of ADC with
AC  DB.
If AC  d, AD  c, DC  a and DB  h,
Prove that :
5.1 ac 6
h
d
5.2 1 1 1 4
 
2 2 2
h a c
Question 6
In the figure below , PQ is a diameter to

circle PWRQ.SP is a tangent to the circle
at P. Let P̂1  x.
6.1 1
6.2
6.3 4
6.4 3

69
6.5 3
6.5. 3
6.5. 3
Question 7
In the figure along side GB// FC and

BE//CD.
AB
AC  6cm and  2cm
BC
7.1
7.1. 4
1
7.1. 2
2
7.2 2

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(<15 minutes)

71
(<11 minutes)

72
(24 minutes)

73
DBE – Nov 2017

(… minutes)

74
(… minutes)

75
(<15 minutes)

76
(<24 minutes)

77
DBE – Nov 2018

(<20 minutes)

78

79
(… minute)

80
(<20 minutes)

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1

SECONDARY SCHOOL IMPROVEMENT PROGRAMME (SSIP) 2019

© Gauteng Department of Education

© Gauteng Department of Education

TOPIC: ALGEBRA (Equations, Inequalities & more)

Solve for 𝑥 (correct to Two decimal places) 1. 3𝑦 = 𝑥 − 1 and

© Gauteng Department of Education

SECTION B: QUESTIONS FROM PAST PAPERS

DBE: NOV 2016

© Gauteng Department of Education

DBE: NOV 2017

DBE: NOV 2018

© Gauteng Department of Education

TOPIC: PATTERN & SEQUENCES

SECTION A: PRATICING THE BASICS

ARITHMETIC SEQUENCE & SERIES (35 minutes)

(a) Consider the sequence: -2; 3; 8; 13; 18; …

(1) Determine the 100th term. (2)

(c) Given arithmetic series 18 + 24 + 30 + ⋯ + 300

1) Determine the number of terms in the series. (3)

2) Calculate the sum of this series. (2)

(e) Consider the series: S n  3  5  13  21  ... to n terms.

1) Determine the general term of the series in the form Tk  bk  c . (2)

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2) Write S n in sigma notation. (2)

GEOMETRIC SEQUENCE & SERIES (30 minutes)

1. The following geometric sequence is given: 10 ; 5 ; 2,5 ; 1,25 ; ...

(b) Determine the n th term, Tn , in terms of n. (2)

(a) The constant ratio. (4)

(b) The sum of the first 10 terms. (4)

3. Given the geometric series: 8 x  4 x  2 x  ...

(a) Determine the nth term of the series. (3)

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SECTION B: NOTES ON CONTENT

Arithmetic Sequences and Series

Tn  a  (n  1)d where a  first term and d  constant difference

Geometric Sequences and Series

Convergent geometric series

We can work out the sum of progressive terms as follows:

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© Gauteng Department of Education

SECTION C: QUESTIONS FROM PAST PAPERS

DBE: NOV 2016

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© Gauteng Department of Education

DBE: Nov 2017

© Gauteng Department of Education

DBE: NOV 2018

© Gauteng Department of Education

TOPIC: FUNCTIONS AND GRAPHS

SECTION A: PRATICING THE BASICS

Straight line and Parabola (25 minutes)

3. Calculate the values of a, b, m and c.

Hyperbola (13 minutes)

1. Write down the domain of 𝑓.

2. For what value of 𝑥 is 𝑓(𝑥) = 0?

3. Determine the value of 𝑝, if A(0; 𝑝) lies on the graph for 𝑓.

4. Write down the equations of the asymptotes of 𝑓.

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