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Anne Eadie & Gretel Lampe

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Grade 11 Mathematics 3-in-1 CAPS
CLASS TEXT & STUDY GUIDE

The Answer Series Grade 11 Maths 3-in-1 study guide walks you step-by-step through the CAPS curriculum. It helps you to
revise essential concepts from previous grades, which you will master before taking on new work with confidence.

Key features:
• Comprehensive, explanatory notes and worked examples for each topic
• Graded exercises to promote logic and develop technique
• Detailed solutions for all exercises
• An exam with fully explained solutions (paper 1 and paper 2) for thorough consolidation and final exam preparation.

This study guide is guaranteed to develop a solid grounding for every learner preparing for their Grade 11 and 12 Maths
examinations, a sure way to open doors for the future!
 11
GRADE

Mathematics
Anne Eadie & Gretel Lampe
CAPS

3-in-1

THIS CLASS TEXT & STUDY GUIDE INCLUDES

Also available

GRADE 11
1 Comprehensive Notes
MATHS P & A

10 additional, challenging
2 Exercises
practice exam papers & answers

3 Full Solutions
(available in a separate booklet)

Plus bonus Exam Papers and Memos

E-book
available

2013 publication | ISBN: 978-1-920558-27-7 041121 | TAS

 CONTENTS
The Sure Route to Success in Matric Maths Notes & Q's
The Exam TERM 3
The Curriculum (CAPS): Overview of Topics
Paper 2 8 Measurement 8.1

9 Euclidean Geometry 9.1

MODULES 9a: Revision from earlier grades 9.1
Notes & Q's
9b: Circle Geometry 9.6
TERM 1
10 Trigonometry (Part 2) 10.1
Paper 1 1 Numbers & Fundamental concepts 1.1 Area, Sine and Cosine rules

2 Exponents & Surds 2.1 Paper 1 11 Finance, Growth & Decay 11.1

3 Algebraic expressions, equations 3.1 12 Probability 12.1

& inequalities
TERM 4
4 Number patterns 4.1
Paper 2 13 Statistics 13.1
Paper 2 5 Analytical Geometry 5.1
Important advice for exam preparation

EXAMS
TERM 2
Practise and study the following two exam papers very carefully:
Paper 1 6 Functions & Graphs 6.1
National Gr 11 Exemplars Questions Memos
6a: Algebraic graphs 6.1 Paper 1 Q1 M1
Paper 2 6b: Trigonometric graphs 6.33 Paper 2 Q3 M5

7 Trigonometry (Part 1) - General 7.1 Grouping of Circle Geometry Theorems i

Converse Theorems in Circle Geometry ii
Trigonometry Summary 7.24 Trig Summary iii
Analytical Geometry: Toolkit iv
Calculator Instructions v
DBE/IEB Formulae/Information Sheet vi
Copyright © The Answer Series: Photocopying of this material is illegal
  Factorise : 3x2 - 6x  Solve for x : 3x2 - 6x = 0
Algebraic Expressions and Equations 3x2 - 6x = 0
3 x 2 - 6 x . . . terms
= 3x ( x - 2) . . . factors Divide only by 3, not 3x
It is extremely important to differentiate between expressions and equations.
Observe the following examples. The expression was transformed by + 3) â x2 - 2x = 0
taking out a common factor, and â x ( x - 2) = 0
Expressions Equations keeping it! â x = 0 or x - 2 = 0
â x = 2
x x
 Simplify : +3  Solve for x : +3=0
2 2 If we had divided by x, we
x x would've lost this solution!
+3 Do not +3 = 0 Do
2 2
multiply. multiply.  Evaluate : x2 - x - 6  Given the equation : x 2 - x - 6 = 0
x+6 % 2) â x+6 = 0
= 
2 â x = - 6 . . . a solution (a) Is - 3 a root ? (b) Is - 2 a root ?
(a) If x = - 3 & (b) If x = - 2
 Multiply : (x - 2 ) ( x + 5)  Solve for x : (x - 2 ) ( x + 5) = 0 (a) If x = - 3 : x2 - x - 6 (a) If x = - 3 : x 2 - x - 6 ≠ 0 (see lhs)
Don't multiply. You need the = ( - 3)2 - ( - 3) - 6 â No, it is not a root
(x - 2 ) ( x + 5) . . . factors
factors for a zero product : = 9+3-6 (b) If x = - 2 : x 2 - x - 6 does = 0 (see lhs)
= x 2 - 2 x + 5 x - 10
= 6  â Yes, it is a root
= x 2 + 3 x - 10 . . . terms (x - 2 ) ( x + 5) = 0
â x - 2 = 0 or x + 5 = 0 (b) If x = - 2 : x2 - x - 6
Note the = signs. Here we are testing the truth of
â x = 2 â x = -5 = ( - 2 ) 2 - ( - 2) - 6
The value of the expression the statement that says:
Note the â signs. logic = 4+2-6
NUMBERS & FUNDAMENTAL CONCEPTS

must not change.

= 0  x 2 - x - 6 must = 0
 Factorise : x 2 - 9  Solve for x : x 2 - 9 = 0 A root is a value of x that makes
Here we are finding the value of the
Method 1 : (x + 3)(x - 3) = 0 expression for various values of x this statement true.
x2 - 9 . . . terms
= (x + 3)(x - 3) . . . factors â x + 3 = 0 or x - 3 = 0
â x = -3 â x = 3 Is there another value of x which would  Solve the equation x 2 - x - 6 = 0 :
Note the equal signs (=)
Method 2 : make the expression x 2 - x - 6 have a â ( x - 3 ) ( x + 2) = 0
down the left. value of 0 ?
x2 - 9 = 0 ² x2 = 9 â x = 3 or x = - 2
â x = ±3 So, which is the 'other root'? And, why?

 Factorise : - 2 x 2 + 14 x - 24  Solve for x : - 2 x 2 + 14 x - 24 = 0 Show that x = 3 is a root, i.e. check that x = 3 makes the equation true :
2
- 2 x + 14 x - 24 . . . a trinomial 2
- 2 x + 14 x - 24 = 0
When x = 3 : x2 - x - 6 the expression
= - 2 ( x 2 - 7x + 12) + ( - 2) â x 2 - 7 x + 12 = 0
= 32 - 3 - 6
= - 2 ( x - 4 ) ( x - 3) â (x - 4 ) ( x - 3) = 0 = 9-9
â x = 4 or x = 3 = 0 the equation

Keep the value; Logic allows you to DIVIDE both â The statement : x 2 - x - 6 = 0 is true when x = 3
so, keep the - 2 sides of the equation by - 2.
1 â 3 is the 'other root'

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Nature of the roots - (- 4)  (- 4)2 - 4(4)(1)
(d) 4x + 1 = 4 x =
x 2(4)

The nature of the roots of a quadratic equation means the type of number that the % x) â 4x2 - 4x + 1 = 0
4 0  0 = 0 so, the
roots are and the number of roots.  a = 4 ; b = -4 ; c = 1 = 8 roots are the same !
Observe the nature of the roots in the following 4 cases : 40
=
8
Worked Example There is only 1 root, or,
we say, the roots are equal. = 1 + 0 or 1
-0
2 2
Apply the formula to obtain the roots of the following equations : 'They' are real & rational too.
= 1 only
NB : Write all equations in standard form first. 2

- b  b 2 - 4ac Delta is Dynamite !

The Equation : ax2 + bx + c = 0 The Roots : x =
2a
The discriminant, Δ (Delta) . . . Why ?
2
- (-1)  (-1) - 4(1)(3)

ALGEBRAIC EXPRESSIONS, EQUATIONS & INEQUALITIES

(a) x2 + x32 =
+ 3x = x x = Δ = b2 - 4ac and is the part of the formula which is under the sign.
2(1)
2
â x -x+3 = 0 â The roots of ax2 + bx + c = 0 are -- b + Δ and -- b -- Δ
2 1 - 11  -11 is problematic ! 2a 2a
= 1x ;- xb += 3-1=; 0c = 3
â aâ =
2 - 11 is imaginary.
Δ impacts crucially on the nature of the roots because of its position :
The roots are imaginary  under the sign , and  in the only term where the roots differ
i.e. There are no real roots.
The Possibilities for The Nature of the Roots

- (- 6)  (- 6)2 - 4(1)(5) I Δ < 0, e.g.  = -16 imaginary (no real roots)

(b) - x2 + 6x - 5 = 0 x =
2(1)
% ( -1) â x2 - 6x + 5 = 0 II Δ ≥ 0 real
6  16  16 is 'nice'.
â a = 1 ; b = -6 ; c = 5 = Δ=0 real and equal (only 1 root)
2 It is a perfect square !
64 Δ>0 real and unequal (2 roots)
=
2
10 2  Δ > 0 & a perfect square real, rational and unequal
= or
2 2 e.g.  = 16 (2 roots)
There are 2 roots that
= 5 or 1
are real and rational.  Δ > 0 & not a perfect square real, irrational and unequal
e.g.  = 20 (2 roots)
- 3  32 - 4(2)(- 4)
(c) 4x2 + 6x - 8 = 0 x=
2(2) NB : = b2 -- 4ac where the values of a, b and c are determined from the
2x2 + 3x - 4 = 0 41 is 'ok' standard form of the equation, ax2 + bx + c = 0. So :
- 3  41  because 41 exists,
â a = 2 ; b = 3 ; c = -4 =
4 Step 1 : Write the equation in its standard form.
but it is irrational.
Step 2 : Calculate , the discriminant.
There are 2 roots that j 0,85 or - 2,35
are real and irrational. Step 3 : Describe the nature of the roots. 3
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 Given the sign of the expression, determine the values of x.
Quadratic Inequalities Consider the following expressions and use sketches to determine the values of x
for which the expressions are positive, zero or negative.
The Parabola
The parabola gives a picture of all the possible values of a quadratic expression. y: x2 - 16 x2 - 12 x2 x2 + 2
e.g. y = x2 - 9 \ y y y y
y Recall: The
Note : sketch : O
-4 4 x
The y-intercept : (0; - 9) O x 2
2
x -9 - 12 12
(Put x = 0) The sign
-16 -12
O O
is y O x x x
-3 3 of y :
The x-intercepts : x2 - 9 = 0 y = x - 162
y = x - 122
y=x 2 2
y=x +2
(Put y = 0) â (x + 3)(x - 3) = 0
(0; - 9) â x = - 3 or 3 y = 0 for : x=±4 x = ± 12 x=0 no values of x

y > 0 for : x < - 4 or x > 4 x < - 12 or x > 12 all x all x

ALGEBRAIC EXPRESSIONS, EQUATIONS & INEQUALITIES

Note :  The x-intercepts (or roots) of the parabola are the roots of
except x = 0
the equation x2 - 9 = 0. These root values are the values
used when determining the SIGN of x2 - 9 (see below) ; y < 0 for : -4 < x < 4 - 12 < x < 12 no values of x no values of x
2
 The values of x - 9 are read on the y-axis.
Worked Example 1
The SIGN of x2 - 9 : zero, positive or negative, for various values of x
Solve the following equations and inequalities for x :
Read, off the graph, for values of x from left to right, the sign of x2 - 9 :
1. x2 - 25 = 0 Hint : Sketch the graph y = x2 - 25
 If x = - 3 or 3 : x2 - 9 equals zero . . . on the x-axis
 If x < - 3 : x2 - 9 is positive . . . above the x-axis 2. (a) x2 - 25 < 0 (b) x2 - 25 > 0 (c) x2 - 25 ≤ 0 (d) x2 - 25 ≥ 0
2
 If - 3 < x < 3 : x - 9 is negative . . . below the x-axis
2
 If x > 3 : x - 9 is positive . . . above the x-axis Answers
y
1. (x + 5)(x - 5) = 0 The :
y = x2 - 25 :
sketch x
+ + -- â x = - 5 or 5  O
-5 5
-3 3 -3 3 -3 3
- 25
y = 0 for x = - 3 or 3 y > 0 for x < - 3 or x > 3 y < 0 for - 3 < x < 3

2. (a) (x + 5)(x - 5) < 0 (b) (x + 5)(x - 5) > 0

Use parabolas to solve the following quadratic equations and inequalities:
x2 - 16 = 0 x2 - 12 = 0 x2 = 0 x2 + 2 = 0 -5 < x < 5  -5 5 x < - 5 or x > 5  -5 5
x2 - 16 > 0 x2 - 12 > 0 x2 > 0 x2 + 2 > 0
x2 - 16 < 0 x2 - 12 < 0 x2 < 0 x2 + 2 < 0 (c) (x + 5)(x - 5) ≤ 0 (d) (x + 5)(x - 5) ≥ 0

The equations of the parabolas : -5 ≤ x ≤ 5  x ≤ - 5 or x ≥ 5 

-5 5 -5 5
2 2 2 2
y = x - 16 y = x - 12 y=x y=x +2 3
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 Checklist: The Drawers of Tools The Angle of Inclination of a line

The ø of inclination of a line is

Consider 4 'drawers' of tools - all BASIC FACTS. Use these to analyse
 the ø which the line makes with
the sketches, to reason, calculate, prove . . . . 
the positive direction of the x-axis.

Distance, Midpoint & Gradient NB : If  or  is the angle of inclination (measured in degrees), then the gradient of
the line = tan  or tan  (which is a ratio or number).
NB : Bear in mind Case 1, Case 2, and Case 3 on page 5.6 & 5.7  Given  or , one can find the gradient : . . . a number
Or, given the gradient, one can find  or  : . . . an angle (measured in degrees)
For any two fixed points, P(x1; y1) & Q(x2; y2)
y
Q(x2 ; y2) Equations of lines
y2 Note :
Vertical length QR = y2 - y1 NB : Bear in mind Case 1, Case 2, and Case 3 on page 5.9.
y2 - y1 Horizontal length PR = x2 - x1
 Standard forms :
 is the angle of inclination of the  General : y = mx + c or y - y1 = m(x - x1)
P(x1 ; y1) 
y1 R line PQ
 y = mx . . . when c = 0 . . . lines through the origin
x2 - x1 opposite y -y
 y=c . . . when m = 0 . . . lines || x-axis
O x tan  = = 2 1
x1 x2 adjacent x 2 - x1
 x=k . . . lines || y-axis

Finding the equation of a line : Special focus

1 Distance PQ . . . the sum of  through 2 given points . . . find m first
the squares!  through 1 point and || or  to a given line . . . substitute m and the point.
PQ2 = (x2 - x1)2 + (y2 - y1)2  PQ = ( )2 + ( )2 (Pythag.)
the gradient the gradient
2 Gradient PQ . . . 3 Midpoint of PQ . . . we need
ANALYTICAL GEOMETRY

y = m x +c  the gradient & y - y1 = m(x - x1 )

y -y  x 1 + x 2 y1 + y 2  Average  a point
mPQ = 2 1 ( = tan ) change in y  ; 
x 2 - x1  2 2  of the x's
change in x the point the point
& of the y's
 Y-cuts and X-cuts : Put x = 0 and y = 0, respectively.

Parallel lines, Perpendicular lines & Collinearity  Point of intersection of 2 graphs :

Solve the equations of the graphs simultaneously.

 AB || CD  mAB = mCD  If a point lies on a line, the equation is true for it,
and, vice versa . . .
1 1
 AB  CD  mAB = - . . . mAB = - also means : mAB % mCD = -1 If a point satisfies the equation of a line, the point lies on the line.
mCD mCD
e.g. If a line has the equation y = x + 1, then all points on the line can be
5  A, B and C are collinear points  mAB = mAC ; mAB = m BC ; mAC = mBC represented by (x; x + 1).
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 y y
5. A(3; 6), B(1; k) and A(3; 6) 8. K(-1; - 2) is the midpoint of LN
EXERCISE 5.3: Mixed Exercise C(7; 4) are the vertices with N(3; 6).
N(3; 6)
Answers on page A5.2 of a triangle with M(4; 3) C(7; 4) PK  LN with P on the
the midpoint of BC.  x
1. Q(2; 1) is the midpoint of line segment PR. P is a M(4; 3) x-axis. P
O
5.1 Determine the
point on the y-axis and R is a point on the x-axis. B(l; k) The angle of inclination K(-1; - 2)
value of k.
y O x of NL is .
5.2 If R is the midpoint
8.1 Determine :
P of AC, prove that
8.1.1 the gradient of NK. L
Q(2; 1) 5.2.1 MR = 1 BA, and
2 8.1.2 the gradient of PK.

O x 5.2.2 MR || BA
R 8.1.3 the size of , rounded off to
Calculate : one decimal digit.
6. A(4; 3), B(6; q), C(- 4; 11) and D(r; s) are the
1.1 the coordinates of P and R 8.1.4 the coordinates of L.
vertices of a parallelogram.
1.2 the length of PR (in simplified surd form) 8.1.5 the equation of PK.
The diagonals intersect at M(0; p). The equation
1.3 the gradient of PR 8.1.6 the coordinates of P.
of AB is y = 5x - 17.
1.4 , the ø of inclination of PR
y 8.2 Determine the equation of the straight line
1.5 the equation of PR
B(6; q)
y R C(- 4; 11) parallel to PK and which passes
2. ΔPQR is isosceles, with through the origin.
PQ = QR and QR || the y-axis.
M(0; p)
Calculate : Q(4; 9)
9. BA and CA intersect at A(- 1; 6).
y
2.1 the length of PQ A(4; 3)
D(r; s)
2.2 the coordinates of R P(- 2; 1)
O x O x
A(-1; 6)

ANALYTICAL GEOMETRY: EX 5.3

3. A, B and C are three points y 6.1 Determine the values of p, q, r and s.
in the Cartesian plane. A(-1; 2) C(3; 0)
6.2 Hence, using the values obtained in O x
AC  BC. B(- 5; 0)
C(1; 1) Question 6.1, prove whether CA  DB.
Calculate :
O x 6.3 Conclude which type of quadrilateral ABCD is.
3.1 the gradient of AC
9.1 Is line BA perpendicular to line AC?
3.2 the value of x
7. ΔEOF is drawn so that O is Show clearly all working details to
3.3 the length of AB y
at the origin and E is a point F
justify your answer.
B(x; - 3)
3.4 the area of ΔABC on the negative y-axis. ˆ
70º 9.2 Calculate the size of ABC
OF makes an angle of 70º O x (rounded off to one decimal digit).
4. Find the numeral value of k in each of the
following cases : with the y-axis. 9.3 Calculate the length of AB.
7.1 Find the gradient of OF, E (Leave your answer in simplified surd form.)
4.1 The straight line y = 2x + 3 is parallel to the
straight line 2y - kx = 16. rounded off to one decimal digit. 9.4 Show that ΔABC is isosceles.
ˆ , rounded off to
7.2 Find the size of OEF
4.2 Points P(1; - 3), Q(4; 6) and R(k; k) 9.5 If A, B and D(a; 8) are three collinear points,
are collinear. one decimal digit, if the gradient of EF is - 3 . calculate the value of a. 5
2
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 3 General forms of the equation of a parabola  The standard form of the equation: y = ax2 + bx + c
 The y-intercept
There are two other forms of the equation of a parabola :
 The 'root form' : y = a(x -- A)(x -- B), and The y-intercept of a graph occurs when x = 0 :

 The 'standard form' : y = ax2 + bx + c  The y-intercept : y = a(0)2 + b(0) + c = c

 The point where the graph cuts the y-axis is (0; c)

The 3 General forms are:  The x-intercept(s)

The x-intercept(s), if any, of a graph occur(s) when y = 0:
Turning point form Root form Standard form
So, y = 0  ax2 + bx + c = 0 . . . then solve for x
2 2
y = a(x - p) + q y = a(x - A)(x - B) y = ax + bx + c
 The turning point
t.p. (p; q) roots A & B y-intercept The x-coordinate (the axis of symmetry value of x):
 The axis of symmetry can be found from :
the formula, the roots or by completing the square
We use basic facts and symmetry to determine
the axis-intercepts and the turning point in each form. The y-coordinate (the minimum/maximum y-value):
 The minimum or maximum value of the graph is found by substituting the
'symmetry x-value' in the equation or by completing the square.
 The turning point form of the equation: y = a(x -- p)2 + q
 The y-intercept  The x-intercept(s)  The turning point The axis of symmetry
Substitute x = 0 Substitute y = 0 Read the turning point
A parabola is always symmetrical about the axis of symmetry.
off the equation
 The axis of symmetry must be halfway between the roots,
i.e. the average of the roots.
 The 'root form' of the equation: y = a(x - A)(x - B)
 The y-intercept A +B
Axis of symmetry : x = . . . where A & B are the roots
Substitute x = 0 : y = a(0 - A)(0 - B) 2

FUNCTIONS & GRAPHS

 The x-intercept(s) . . . We can use
-b ± b2 - 4ac instead of
Substitute y = 0  a(x - A)(x - B) = 0   x = A or x = B The roots of the equation ax2 + bx + c = 0 are x = ...
2a b2 -- 4ac

 The turning point  -b + Δ   -b - Δ 

 The x-intercepts of the graphs are  ; 0 &  ; 0
 2a   2a 
The x-coordinate (the axis of symmetry value of x):
 The sum of the roots :
 The axis of symmetry can be found halfway between the roots,
-b +  -b -  -b +  - b -  -2b b
or by finding the average of the roots . . . x = A +B A+B = + = = = -
a
2 2a 2a 2a 2a
The y-coordinate (the minimum/maximum y-value):  The average of the roots :
 The minimum or maximum value of the graph is found by b
A +B
= -- b ... Axis of symmetry : x = --
substituting the 'symmetry x-value' in the equation. 2 2a 2a 6
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 6b TRIGONOMETRIC GRAPHS
Plot points for all 3 basic graphs
Point-by-point Plotting
 y = sin θ :
y
Essential for point-by-point plotting of the basic graphs for  ∈ [ 0º; 360º ] : Without
I II III IV I II III IV
 Know the critical values of the ratios the use (-270º; 1) (90º; 1) Features of the graphs :
1
 Know the signs of the ratios in the 4 quadrants of a For both y = sin  & y = cos  :
calculator. O 
'The wheels' combine the critical values and the signs of the ratios. (-360º;0) (-180º; 0) (0º; 0) (180º; 0) (360º; 0)
 The amplitude = 1 unit
  The range : -1 ≤ y ≤ 1
1 0 -- +
sin θ : cos θ : tan θ : -1
-1 1 (-90º; -1) (270º; -1)  The maximum value = 1

 y = cos θ :  The minimum value = -1

0 0 -1 1 0 0
y  The period = 360º
I II III IV I II III IV
1 -1 (-360º; 1) (0º; 1) (360º; 1)
--1 0 + --
 Consider each wave
Use the wheels to plot the 'critical points' before drawing the waves. O  as being divided
(-270º; 0) (-90º; 0) (90º; 0) (270º; 0)
 Decide where to start : Start at the beginning of the wave. into 4 quarters
-1
 Choose the scale for each graph : All the critical values are on the wheels. (-180º; -1) (180º; -1)
y y = tan θ :
(90º; 1)
1 y Note : The coordinates of the turning points
y = sin θ : & The coordinates of the axis-intercepts.
O 
(0º; 0) (180º; 0) (360º; 0)

-1  y = tan θ :
(270º; -1) 1 y
(45º; 1) (225º; 1)
I II III IV I II III IV
y O 
(360º; 1) (0º; 0) (180º; 0) 360º
(0º; 1) -1
(135º; -1) (315º; -1)
y = cos θ :

FUNCTIONS & GRAPHS

O 
(90º; 0) (270º; 0) 1
(-315º; 1) (-135º; 1) (45º; 1) (225º; 1)
-1
(180º; -1) O 
x = 90º x = 270º (-360º; 0) (-180º;0) (180º; 0) (360º; 0)
 Extend the domain to :  ∈ [ - 360º; 360º] y (-225º; -1) (- 45º; -1)
-1
(135º; -1) (315º; -1)
Use the wheels to write down the critical values of negative angles x
O
by going clockwise :

e.g. 1 0 
-1 1
x = - 270º x = - 90º x = 90º x = 270º
0 O 0 -1 O 1 0 O 0
-- 270º
--180º
--135º  The range : y ∈ R  The period = 180º
1 -1
-1
sin(- 270º) = 1
0
cos(-180º) = -1  tan(-135º) = 1  The asymptotes : x = - 270º ; x = - 90º ; x = 90º ; x = 270º 6
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  Rotating clockwise
Trigonometry Unlimited: All Angles!
y y
If θ is θ anticlockwise then - θ is O x clockwise
Considering all possible angles, including negative angles O x rotation
rotation -θ
In considering the domain [0º; 360º], we have considered all 4 quadrants, but only
angles rotating anticlockwise, and only 1 revolution.
Rotating anticlockwise or clockwise, through any number of revolutions covers  Compare 30º ; 150º ; 210º ; 330º
the same 4 quadrants with the same results ! to : - 30º ; -150º ; - 210º ; - 330º
y y y y
330º
General forms: (θ ± 360º) ; (-θ) 30º
150º 210º
30º
30º 30º
O x O x O x O x
- 30º 30º 30º 30º
 Rotating through revolutions, anticlockwise and clockwise
-150º - 210º - 330º
e.g. (1) Compare: 30º ; 390º and - 330º
 30º  390º = 30º + 360º  - 330º = 30º - 360º
The reduction formulae for - θ : Consider  acute
y y y
P P P
sin(- ) = -- sin  cos(- ) = + cos  tan(- ) = -- tan 
O x O x O x
Compare to:
These are 3 different øs, but they are 'co-terminal', i.e. their end arms coincide. sin(360º - ) = -- sin  cos(360º - ) = + cos  tan(360º - ) = -- tan 
â They have the same trig ratios :
1
sin 30º = sin 390º = sin(- 330º) =
2  The following pairs of angles are co-terminal.
(2) Compare: 330º ; 690º ; - 30º ; - 390º  - 30º ;  330º ; â They have the same trigonometric ratios.
y y

TRIGONOMETRY (Part 1) - General

- 390º 690º
Standard positions :
O x O x 30º & - 330º 150º & - 210º 210º & - 150º 330º & - 30º
These angles are co-terminal.
â They have the same trig ratios.
y I II y y y
sin 330º = sin 690º = sin(- 30º) = sin(- 390º) = - 1 P P 210º
2 150º 330º
30º x x
y O x O x O O
(3) Compare : 90º ; 450º ; - 270º - 30º
- 270º 450º - 330º -150º
450º = 90º + 360º - 210º P P
O x III IV
- 270º = 90º -- 360º
I : sin(- 330º) II : sin(- 210º) III : sin(-150º) IV : sin(- 30º)
These 3 angles are co-terminal, i.e. they have the same terminal arm, OY.
The sine of all 3 angles is 1, their cosine is 0 and their tan is undefined. = sin 30º = sin 150º = sin 210º = sin 330º
= 1 = 1 = -1 = -1
We conclude the following reduction formulae for θ ± 360º : 2 2 2 2

sin( + 360º) = sin  cos( + 360º) = cos  tan( + 360º) = tan  So : sin (- 330º) = + sin 30º sin (- 150º) = - sin 30º
sin( - 360º) = sin  cos( - 360º) = cos  tan( - 360º) = tan  sin (- 210º) = + sin 30º sin (- 30º) = - sin 30º 7
7.15 Copyright © The Answer Series: Photocopying of this material is illegal
 TRIG SUMMARY (Grade 11)
 ANGLES IN STANDARD POSITIONS  IDENTITIES
y I II y y y
 Positive øs â sin2  = 1 – cos2 
O x O x tan θ = sin θ sin2 θ + cos2 θ = 1
(anticlockwise from 0º to 360º): O x O x cos θ & cos2  = 1 – sin2 
III IV
 Negative øs y y II y y I
(clockwise from 0º to – 360º): O x  SPECIAL øS
O x x O x
O y=x
y y I tan 45º = 1
Also
II IV III sin 30º = 1 ( x ; y)
30º 2 45º
possible: x x 2 1 2
3
 and cos 60º = 1
2  45º 
45º
tan  =
y

y 60º x
 THE RATIOS sin θ cos θ tan θ 1
(x; y) 1
& their
r y y
y O x A O & THEIR "FAMILIES" : 30º "family" 60º "family" 45º "family"
 Definitions :
 r H r H x A
O
x
x II 150º 120º 135º  180º -- 
 Signs: III 210º 240º 225º  180º + 
sin  is positive in I & II II I I I IV 330º 300º 315º  360º -- 
cos  is positive in I & IV IV III
 GENERAL FORMS
tan  is positive in I & III
1 0  180º ± θ
–1 – + 1 ANY ratio 360º – θ = ± that SAME ratio of θ
–θ
 Critical values: 0 0 –1 1 0 0
1 + – –1
–1 0   CO-RATIOS (sine and cosine)
II y
 Minimum & Maximum values of sin θ & cos θ :  90º + θ (an obtuse angle) (– b; a) 90º + θ
tan θ  90º -- θ (an acute angle) 
The values of sin  & cos  range from –1 to 1. sin(90º -- θ) = cos θ
c a sin(90º + θ) = cos θ (a; b)
Note that tan θ has
–1 1 cos(90º -- θ) = sin θ 90º –  cos(90º + θ) = -- sin θ
no minimum or  x
b
minimum maximum maximum values.
sin  The ratio CHANGES to the CO-ratio.
value is –1 value is 1
–1 ≤ cos  ≤ 1 The range of values
of tan  is from –  to .
All values are proper fractions or 0 or ± 1.
 SOLUTION OF S
TRIG SUMMARY

In Right - angled s , we use :

 Graphs :
 Regular trig. ratios  the Theorem of Pythagoras  Area = 1 bh
y = sin θ y = cos θ y = tan θ 2
y y y s
In Non-Right - angled  , we use :
1 1 1  Sine Rule :  Cosine Rule :  Area Rule :

-360º -180º
O
180º 360º

-360º -270º -90º
O
90º 270º 360º

-360º -270º -90º
O
90º 270º 360º
 sin A = sin B = sin C c2 = a2 + b2 – 2ab cos C AREA = 1 ab sin C
a b c 2
-1 -1 -1
But also: Area of  = 1 bh
7 2

Copyright © The Answer Series: Photocopying of this material is illegal 7.24

 A Vital Concept: The word, subtend . . . Investigation 2: ø at centre, ø at circumference

Understanding the word 'subtend' is crucial to understanding circle geometry. Draw some of your own larger sketches of figures 1 to 4
We say that an arc or a chord subtends angles at the centre or at the
ˆ ? And of APB
 What is the range of possible values of AOB ˆ ?
circumference of a circle (although it could do so at other points).
ˆ
 Measure AOB ˆ
and APB in each case :
Central and Inscribed angles
fig. 1 fig. 2 fig. 3 fig. 4
Study figures 1 to 4 at the bottom of the page. ˆ =
AOB
 or chord AB, subtends:
In all the figures, arc AB (AB), ˆ =
APB
Consider that
ˆ
 a central AOB at the centre of the circle, and subtend ˆ and APB
Is there a relationship between the sizes of AOB ˆ in each figure?
ˆ
 an inscribed APB at the circumference of the circle. means support.
What can you conclude? In words?
To ensure that you grasp the meaning of the word 'subtend' : P Check your conclusions against statement 2.1 on page 9.7
 Take each of the figures: ˆ
 Is there something special about APB in figure 3?
 Place your index fingers on A & B ; O
Is there something special about chord AB in figure 3?
 move along the radii to meet at O and back ; then,
 move to meet at P on the circumference and back. What can you conclude? In words?

 Turn your book upside down and sideways. Check your conclusions against statement 2.2 on page 9.7
You need to recognise different views of these situations.
 Take note of whether the angles are acute, obtuse, right, straight or reflex.
 Redraw figures 1 to 4 leaving out the chord AB completely and observe Observe the chord AB vs the arc AB on figures 1 to 4
the arc subtending the central and inscribed angles in each case.
ˆ at the centre, but it no longer
 In figure 1 and 2, chord AB subtends AOB
These figures depict the progression of: ˆ
does so for AOB ≥ 180º (see figure 3 and figure 4). The chord disappears!
 a growing arc AB (from minor to major), and ˆ and APB ˆ no matter their sizes.
 The arc AB, however, subtends AOB
 the angles (from acute to reflex) which it subtends at the centre So, when it comes to subtending, we can rely on arcs more readily than chords.
and at the circumference of the circle.

CIRCLE GEOMETRY
P P P
A Progression of Figures 1 - 4
P B
illustrates, as arc AB grows :

 CENTRAL ANGLES, angles being A

O O O O
subtended at the centre, and A B

180º
 INSCRIBED ANGLES, angles
A B
being subtended at the A B
circumference of a circle. Figure 1 Figure 2 Figure 3 Figure 4 9
9.10 Copyright © The Answer Series: Photocopying of this material is illegal
 3. OY || ML and X̂ = 40º. 6.1 Complete the following by writing the appropriate
EXERCISE 9.6: Mixed Exercise
missing word.
Answers on page A9.9 Calculate, with
reasons, the sizes X If a chord of a circle subtends a right angle on the
of the following : 40º O circumference, then this chord is a . . . . . .
Q1 to Q8 : Without tangents ˆ 1 2
3.1 O 1 M
6.2 A, B, C and D M
1. Determine, with reasons, the value of x : 3.2 Yˆ 2 1
2 1
B
Y L are points on
1.1 1.2 3.3 Oˆ 1
2
B S 2 the circle.
2
1
P 2 BC produced C
70º 4. O is the centre of the circle and diameter KL is A
2x C and AD produced 1
x T produced to meet NM produced at P.
1 2 meet at N.
A
3x
R ON || LM and F̂ = 76º. 1
2
1
F AB produced and D
Q
D DC produced N
76º
R meet at M.
2.1 O is the centre of A 1
B If M̂ = N̂, prove that AC is a diameter of the circle.
the circle. x = 40º O H L
K
Determine, with x 1 1
2 1
3 2
1 2 P
Hint : Let M̂ = x and Cˆ 1 = y
P Q G
reasons, the size of O 3 2 1
Qˆ , B̂ and  . 4
1
1 2 M

N
THEOREMS AND FACTS
2.2 M, P, S and T are points M Calculate, giving reasons, the sizes of :
on a circle with centre O. 2 T ACT!
1 4.1 Lˆ 1 4.2 Oˆ 1
53°
PT is a diameter. ˆ
4.3 M 4.4 Nˆ 1 + Nˆ 2
4 A: Be Active

CIRCLE GEOMETRY: EX 9.6

MP, MT, MS and OS O 2 ˆ
4.5 M 1 4.6 Prove that KG = GM
ˆ = 53º.
are drawn. M 1
1 C: Use all your Clues
S
Determine, with reasons, 5. AB is a diameter T: Apply the Theory systematically,
ˆ .
the size O of the circle. A
recalling each group, and fact,
2
P
The chord ED and
2
1
one at a time.
C the diameter AB
2.3 AB = BC and are produced to There are 4 groups of theorems and facts
E 6 B
ˆ = 50º F 3
ABC meet at C. 4 7
 the centre group
5
D
Calculate, with reasons, 5.1 Write down the size of Dˆ 4 .  the 'no centre' group
the sizes of Give a reason for your answer. C  the cyclic quadrilateral group, &
1 1
2
2.3.1 F̂ and A
2
B 5.2 If Aˆ 1 = 22º and Ĉ = 24º, calculate the size  the tangent group
3 3
2.3.2 D̂. of Dˆ and deduce that DA bisects BAE
5
ˆ . 9
D 9.24 Copyright © The Answer Series: Photocopying of this material is illegal
 TRIGONOMETRY (Part 2) –
10 area, sine and cosine rules
TOPIC OUTLINE
In this module we will examine methods to calculate:
 THE SIDES AND ANGLES OF A TRIANGLE
 the area, and
 the sides and the angles of all triangles :
Revision of
 RIGHT ANGLED ΔS
Grade 10
 THE AREA OF A TRIANGLE We use :
the regular trigonometric ratios, sin , cos  and tan , and
base × height the Theorem of Pythagoras
 A= . . . This formula can be used in any triangle
2
TRIGONOMETRY (Part 2) - area, sine and cosine rules

 ACUTE- AND OBTUSE-ANGLED ΔS

right ød Δ: acute ød Δ: obtuse ød Δ:
Any 1 of the We will derive & use:
B B B
3 sides could be the new sine & cosine formulae in the Gr 11 curriculum
used as base. The
height must then B B
c a h h The Sine rule:
a
correspond.
a
sin A sin B
A b C A b C A b C  = a
a b
ba bh base × height A b C A b C
Area = Area = =
2 2 2
In words : The sine of an angle over the side opposite it equals
We will also derive and use a new formula : the sine of any other angle over the side opposite it.
The Area rule:
acute C obtuse ød Δ: The Cosine rule: B
1 B
 A= ab sin C ød Δ:
2 C
a  c2 = a2 + b2 - 2ab cos C a c
c a
a B
b b
A b C A b C
B A
A
In words : The square of any side (of an acute or obtuse ød Δ) equals
1 the sum of the squares of the other 2 sides minus twice the
In words: The area = the product of 2 sides % the sine of the included angle
2 product of these 2 sides and the cos of the included angle.
10
Copyright © The Answer Series: Photocopying of this material is illegal 10.1
 Independent Events
Two events A and B are said to be independent if the outcome of the one does not influence the outcome of the other. Some examples of independent events are:
flipping 2 or more coins, throwing 2 or more dice and flipping a coin and throwing a dice. The outcome of flipping one coin does not affect the outcome of flipping another coin. So, too,
the outcome of throwing one dice does not affect the outcome of throwing another. Tree diagrams are extremely useful for illustrating both independent and not independent events.
Let H be the event of getting a head.
 Flipping 1 coin  2 outcomes
We will consider : 1
2 H H  1 out of 2 outcomes
 P(H) when flipping 1 coin P(H)? 1
 P(H) =
1
T T 2
 P(HH) when flipping 2 coins 2

 P(HHH) when flipping 3 coins

 Flipping 2 coins
1 1
H HH 2 1
H HH  1 out of 4 2 P(HT or TH) = =
P(H and H)? 2
P(HT or TH)? H
4 2
1 H outcomes 1
2 1
2
T HT
2 1
2
T HT  2 out of 4
1
1  P(HH) = 1 outcomes
1 2 H TH 4 1 2 H TH 
2 2
T T
1
T TT
1
2
T TT
2

 4 outcomes  4 outcomes
 The probability of getting a head and a head :  The probability of getting one head and one tail in any order :
1 1 1 1
We will consider
P(H and H) = x 1 = 1 . . . 'AND' means MULTIPLY P(HT or TH) = + = . . . 'OR' means ADD multiple outcomes :
2 2 4 2 2 4
 HT or TH
 Flipping 3 coins  HTT or THT or TTH

 8 outcomes
P(H and H and H)? 1
P(HTT or THT or TTH)?  8 outcomes
1
2 H HHH  1 out of 8 2 H HHH
1 H outcomes 1 H
2 1
2
T HHT 2 1
T HHT
 P(HHH) = 1
2
H 1 H P(HTT) or P(THT) or P(TTH)
H HTH 8 1
1 1 2
1 1 2 H HTH 3
2 2
T 2 2 =
T 8
1
2
T HTT 1
T HTT 
2
1 1
2 H THH 2 H THH

PROBABILITY
1 H 3 out of 8
1 1 1 H
2 2 1
T THT 2 2 outcomes
T
2
1
2 T THT 
1 T 1
1 2 H TTH 1 2 H TTH 
2
T 2
T
1
2
T TTT 1
T TTT
2
'OR' means ADD
 The probability of getting a head and a head and a head :  The probability of getting 1 head and 2 tail in any order :
P(H and H and H) = 1
x 1 x 1 = 1
. . . 'AND' means MULTIPLY P(HTT or THT or TTH) = 1
  1  1  + 1
  1  1  + 1
  1  1  = 3 12
2 2 2 8 2 2 2 2 2 2 2 2 2 8
12.11 Copyright © The Answer Series: Photocopying of this material is illegal
  MEASUREMENT [6] 10.2 In the diagram, M is the centre of the circle. QUESTION 11
A, B, C, K and T lie on the circle.
11.1 Complete the following statement so that it
QUESTION 8 AT produced and CK produced meet in N. is valid :
A solid metallic hemisphere has a Also NA = NC and B̂ = 38º. The angle between a chord and a tangent
radius of 3 cm. It is made of metal A.
B at the point of contact is . . . (1)
To reduce its weight a conical hole is
drilled into the hemisphere (as shown in
38º 11.2 In the diagram, EA is a tangent to circle ABCD
the diagram) and it is completely filled with a lighter
at A.
metal B. The conical hole has a radius of 1,5 cm and a
8 AC is a tangent to circle CDFG at C.
depth of cm.
9 C M CE and AG intersect at D.
B
Calculate the ratio of the volume of metal A to the
volume of metal B. [6] A
1 2
3
 EUCLIDEAN GEOMETRY [40] K
4 1
QUESTION 9 2 T
9.1 Complete the statement so that it is valid : C 1
The line drawn from the centre of the circle N 3 2
3
perpendicular to the chord . . . (1) 2 A
10.2.1 Calculate, with reasons, the size of the 1
x
9.2 In the diagram, O is the P following angles : 4 5
centre of the circle. 3 2 1
E ˆ
(a) KMA (b) Tˆ 2 (2)(2) 2
The diameter DE is G 1 D
C 2
perpendicular to the (c) Ĉ (d) Kˆ 4 (2)(2) 1
chord PQ at C. O Q F y
2 1
DE = 20 cm and CE = 2 cm. 10.2.2 Show that NK = NT. (2)
D E
10.2.3 Prove that AMKN is a cyclic
Calculate the length of the following with reasons : If Aˆ 1 = x and Eˆ 1 = y, prove the following with
quadrilateral. (3) [18]
9.2.1 OC 9.2.2 PQ (2)(4) [7] reasons :
11.2.1 BCG || AE (5)
EXAM PAPERS: PAPER 2

QUESTION 10 11.2.2 AE is a tangent to circle FED (5)

D
10.1 In the diagram, O is the
11.2.3 AB = AC (4) [15]
centre of the circle and
A, B and D are points on
O TOTAL : 150
the circle.

A
B

Use Euclidean geometry methods to prove the

ˆ = 2ADB.
theorem which states that AOB ˆ (5)
Copyright © The Answer Series: Photocopying of this material is illegal Q6
 MEASUREMENT [6] 10.1 Construction : Join DO and D 11.1 . . . equal to the angle subtended by the chord
produce it to C in the alternate segment. 
8. Volume of metal B (the cone) r = 3 cm Proof : 1
x 2
1 2 Let Dˆ 1 = x y
= r .h r = 1 1 cm s 11.2 B
3
. . . ø opp
2 O
then  = x x 1 2
= 1  (1,5)2 . 8 ˆ = 2x = radii y
h = 8 cm â O1 A
3 9 9
. . . ext. ø of DAO C
= 2 B
3 ˆ = 2y
Similarly, O 2
C 1
4 ˆ
â AOB = 2x + 2y
Volume of the hemisphere = 1   r 3  3 2
2 3  = 2(x + y) 2
3
ˆ  1 A
2 3 = 2 ADB x
= .3 5
3 4
10.2 B 3 2 1
= 18 2
G 1 D
38º 2 1
â Volume of metal A = 18 - 2  = 17 1  F y
3 3 2 1
C M
E
â The ratio :
Volume of metal A : Volume of metal B A 11.2.1 ˆ = x
A . . . given
12 1
3
= 17 1  : 2  K
â Cˆ 2 = x
3 3 4 1 . . . tan chord theorem
2 T
% 3) = 52 : 2 ˆ = x
â G 2 . . . tan chord theorem
 2) = 26 : 1  N
ø at centre = ˆ
â Aˆ 1 = G
ˆ = 2(38º)
10.2.1 (a) KMA ... 2

= 76º  2 % ø at circumference s
 EUCLIDEAN GEOMETRY [40] â BCG || AE  . . . alternate ø =
(b) Tˆ 2 = 38º  . . . ext. ø of cyclic quad. BKTA
9.1 . . . bisects the chord  s
(c) Ĉ = 38º  . . . ø in same segment 11.2.2 Eˆ 1 = Cˆ 3 = y . . . alternate øs ; BG || AE
radii or, ext. ø of c.q. CKTA
9.2.1 OE = OD = 1 (20) = 10 cm â Fˆ1 = y . . . exterior ø of cyclic quad
2 = 1 diameter ˆ
(d) NAC = 38º . . . øs opposite = sides
2
â OC = 8 cm  . . . CE = 2 cm â Kˆ 4 = 38º  . . . ext. ø of c.q. CKTA â Eˆ 1 = Fˆ1

EXAM MEMOS: PAPER 2

9.2.2 In OPC : 10.2.2 In NKT : Kˆ 4 = Tˆ 2 . . . both = 38º in 10.2.1 â AE is a tangent to ?FED 
PC2 = OP2 - OC2 . . . Pythagoras s . . . converse tan-chord theorem
â NK = NT  . . . sides opp = ø
2 2
= 10 - 8 P ˆ = 2(38º)
10.2.3 KMA . . . see 10.2.1(a)
= 36 E 11.2.3 ˆ = CAE
C1
ˆ . . . alternate øs ; BCG || AE
& N̂ = 180º - 2(38º) . . . sum of øs of NKT
â PC = 6 cm = B̂ . . . tan chord theorem
C (see 10.2.2)
O Q ˆ + N̂ = 180º
â KMA â Cˆ 1 = B̂
D â AMKN is a cyclic quadrilateral 
â AB = AC  . . . sides opposite = øs
. . . opposite øs of quad upplementary
â PQ = 12 cm  . . . line from centre  to chord or conv. opp øs of cyclic quad

M9 Copyright © The Answer Series: Photocopying of this material is illegal

 ANALYTICAL GEOMETRY: TOOLKIT
FORMULAE The Gradient of a line The Inclination of a line
Values Angles  and  below are angles of inclination.
Consider two points A( x 1 ; y 1 ) and B( x 2 ; y 2 ) :
The Inclination of a line is the angle which the line
makes with the positive direction of the x-axis.
DISTANCE POSITIVE NEGATIVE ZERO UNDEFINED
 acute  obtuse
AB = ( x 2 –
2
x 1 ) + (y 2 – y 1 )
2 2
. . . Thm of Pythagoras 
m = +
3 y y
m = –
1 
y 1
2 3 4
â AB = x 2 – x12 +  y 2 – y 1
2
B
y2 x gradient of line gradient of line
x 4 is positive is negative
y2 – y1 -2
y1 A
x2 – x1 B Gradient, m = tan  or tan 
O
x1 x2
x Parallel lines
where  and  are the øs of inclination.
A
D
MIDPOINT Parallel lines have
equal gradients. C
y AB || CD  mAB = mCD
y2
B (x 2 ; y2)
STRAIGHT LINE GRAPHS
 x + x 2 y1 + y 2  Perpendicular lines
y1
M M 1
 2
;
2

 & their equations
A (x 1 ; y1)
2
O x 2 If the gradient of line 1 is ,
x1 x2 3
then the gradient of line 2
Standard forms

ANALYTICAL GEOMETRY TOOLKIT

The co-ordinates of the midpoint, M, are the averages 3
will be --  y = mx + c :
of the co-ordinates of the endpoints, A and B. 2
1 where m = the gradient & c = the y-intercept
 2  3  When m = 0 : y = c . . . a line || x-axis
Note : m–  m— =  +   –  = -- 1
GRADIENT  3  2  When c = 0 : y = mx . . . a line through the origin
B i.e. The product of the gradients of  lines is – 1. Also : x = k . . . a line || y-axis
change in y y – y1
m = = 2
y2 – y1 change in x x 2 – x1  y -- y1 = m(x -- x 1):
A Collinear points
. . . the gradient of the line C
x2 – x1 where m = the gradient & (x 1 ; y1) is a fixed point.
A B
Also:
B
opposite y – y1 Three points A, B & C are collinear if the gradients of General form
tan θ = = 2 AB & AC are equal. (Note : Point A is common.)
y2 – y1 adjacent x 2 – x1 The general form is ax + by + c = 0,
A 
x2 – x1 . . . where  is the angle of mAB = mAC  A, B & C are collinear e.g. 2x + 3y + 6 = 0
inclination of the line
iv Copyright © The Answer Series: Photocopying of this material is illegal
 Mathematics
11
GRADE

ANSWERS TO MODULE EXERCISES

3-in-1 Anne Eadie & Gretel Lampe

CAPS
 CONTENTS
MODULES
TERM 3
TERM 1
Paper 2
Paper 1 8 Measurement A8.1
1 Revision: 9 Euclidean Geometry: ?'s A9.1
Numbers & Fundamental concepts A1.1
9a: Revision from earlier grades
 Types of numbers
9b: Circle Geometry
 Algebraic expressions,
fractions and equations 10 Trigonometry (Part 2) A10.1
 Non-standard number patterns - area, sine and cosine rules
2 Exponents & Surds A2.1

3 Algebraic expressions, equations A3.1

Paper 1
& inequalities 11 Finance, Growth & Decay A11.1

4 Number patterns A4.1 12 Probability A12.1

Paper 2
5 Analytical Geometry A5.1 TERM 4

Paper 2
TERM 2 13 Statistics A13.1

Paper 1
Exams and Memos
6 Functions & Graphs A6.1
are in the Study Guide.
6a: Algebraic graphs
Paper 2
6b: Trigonometric graphs

7 Trigonometry (Part 1) - General A7.1

Trigonometry Summary
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 6. x2 - 2x - 3 > 0 7. x2 - x - 12 < 0
EXERCISE 3.5: Quadratic Inequalities
â (x - 3)(x + 1) > 0 â (x - 4)(x + 3) < 0
Questions on page 3.11
Exp. : Exp. :
1. (a) x2 = 16 (b) x2 < 16 (c) x2 ≤ 16 + + --
â x2 - 16 = 0 â x2 - 16 < 0 â x2 - 16 ≤ 0 -1 3 -3 4
â (x + 4)(x - 4) = 0 â (x + 4)(x - 4) < 0 â (x + 4)(x - 4) ≤ 0 â x < -1 or x>3  â -3 < x < 4 
â x = - 4 or 4  2
x - 16 : Combine (a) & (b) :
-- 8. 2x2 - 3x - 2 ≤ 0 9. 3-x < 2x2
(The roots)
-4 4 -4 4 â (2x + 1)(x - 2) ≤ 0 â - 2x - x + 3 2
< 0
Exp. : % (-1) â 2x2 + x - 3 > 0
â -4 < x < 4  â -4 ≤ x ≤ 4  -- â (2x + 3)(x - 1) > 0
1 2
- Exp. :
ALGEBRAIC EXPRESSIONS, EQUATIONS & INEQUALITIES: EX 3.5

2. (a) x2 = 81 (b) x2 > 81 (c) x2 ≥ 81 2

+ +
â x2 - 81 = 0 â x2 - 81 > 0 â x2 - 81 ≥ 0 â -1 ≤ x ≤ 2  -3 1
2
â (x + 9)(x - 9) = 0 â (x + 9)(x - 9) > 0 â (x + 9)(x - 9) ≥ 0 2

â x = - 9 or 9  2
x - 81 : â x <-3 or x>1 
Combine (a) & (b) : 2
(The roots) + +
-9 9 -9 9 10. - x2 + 3x + 4 ≤ 0 11. x2 - 2x - 15 < 0
% (-1) â x2 - 3x - 4 ≥ 0 â (x + 3)(x - 5) < 0
â x < -9 or x>9  â x ≤ -9 or x≥9 
â (x + 1)(x - 4) ≥ 0
Exp. :
3. (a) x2 - 5x - 6 = 0 (b) x2 - 5x - 6 < 0 (c) x2 - 5x - 6 ≤ 0 Exp. : --
+ +
â (x + 1)(x - 6) = 0 â (x + 1)(x - 6) < 0 â (x + 1)(x - 6) ≤ 0 -3 5
-1 4
â x = -1 or 6  Exp. : Combine (a) & (b) : â -3 < x < 5 
(The roots) -- â x ≤ -1 or x≥4 
-1 6 -1 6 12. 9x2 - 12x + 4 > 3x 13. x2 - 3x + 2 ≤ 6
â -1 < x < 6  â -1 ≤ x ≤ 6  â 9x2 - 15x + 4 > 0 â x2 - 3x - 4 ≤ 0
â (3x - 4)(3x - 1) > 0 â (x - 4)(x + 1) ≤ 0
4. (a) x2 + 5x - 6 = 0 (b) x2 + 5x - 6 > 0 (c) x2 + 5x - 6 ≥ 0 Exp. : Exp. :
â (x + 6)(x - 1) = 0 â (x + 6)(x - 1) > 0 â (x + 6)(x - 1) ≥ 0 + + --
1 4
â x = - 6 or 1  -1 4
Exp. : Combine (a) & (b) : 3 3
(The roots) + +
â x< 1 or x> 4  â -1 ≤ x ≤ 4 
-6 1 -6 1 3 3

â x < -6 or x>1  â x ≤ -6 or x≥1  14. - 3(x + 1)(x - 2) < 0 15. (a) (x + 3)(x - 1) =-x + 1
 (- 3) : â (x + 1)(x - 2) > 0 â x2 + 2x - 3 =-x + 1
5. (a) x2 = 4x (b) x2 < 4x (c) x2 ≤ 4x Exp. : â x2 + 3x - 4 =0
2
â x - 4x = 0 2
â x - 4x < 0 2
â x - 4x ≤ 0 + + â (x + 4)(x - 1) =0
â x(x - 4) = 0 â x(x - 4) < 0 â x(x - 4) ≤ 0 -1 2 â x = - 4 or x=1 
â x = 0 or 4  2 Combine (a) & (b) : â x < -1 or x>2  (b) Let y = x2 + 3x - 4
x - 4x : --
(The roots) --
0 4 0 4
-4 1
3 â 0 < x < 4  â 0≤ x ≤ 4  y < 0 if - 4 < x < 1 
Copyright © The Answer Series: Photocopying of this material is illegal A3.4
 1.3 mPR = - 2 = - 1  4.1 y = 2x + 3 has gradient = 2 diagonals of
4 2
& 2y - kx = 16  2y = kx + 16  y= k x+8
6.1  M(0; p) is the midpoint of AC ... a || m bisect
2 one another
1.4  = 180º - 26,57º -1  1   p = 11 + 3 = 7 
OR :  = tan  -  + 180º  has gradient = k 2
. . . tan -1  1  = 26,57º  2 2 y
2 = - 26,57º + 180º k
B(6; q)
 = 2 . . . parallel lines have equal gradients  B(6; q) on AB : C(- 4; 11)
= 153,43º  = 153,43º 2 M(0; p)
y = 5x - 17
 k = 4 
1.5 y = - 1 x + 2  . . . m = - 1 and c = 2 in y = mx + c  q = 5(6) - 17
2 2
A(4; 3)
4.2 mPR = mPQ . . . P, Q & R are collinear  q = 13  D(r; s)
O x
2.1 PQ = (4 + 2)2 + (9 - 1)2 2
(x 2 - x1) + (y 2 - y1) 2 k - (- 3)
=
6 - (- 3)
k-1 4-1  M(0; 7) midpoint of DB where D(r; s) & B(6; 13)
2 2 3
= 6 +8  r = -6  & s=1 
(3 : 4 : 5 y R  k+3 = 9
k-1 3
= 10 units  ... = 6 : 8 : 10 ; 6.2 mCA = 3 - 11 = - 8 = - 1
Pyth.)  k + 3 = 3k - 3 4 - (- 4) 8
13 - 1
2.2 R(4; 19)   - 2k = - 6 & mDB = = 12 = 1
Q(4; 9) 6 - (- 6) 12
 k = 3 
QR = PQ = 10; mCA % mDB = -1
RQ || y-axis ² x R = x Q P(- 2; 1)  CA  DB 
k+4
x 5.1 = 3 . . . M midpoint BC
O 2 the diagonals cut
6.3 ||m ABCD is a rhombus  ...
 k+4 = 6 at right angles.
1- 2
3.1 mAC = = -1 = - 1 
1 - (- 1) 2 2  k = 2 
y
. . . mBC = - 1
A(-1; 2) 7.1 Gradient OF = tan(90º + 70º) = tan 160º = - 0,4 
3.2 mBC = 2
mAC


5.2.1 Point R is 3 + 7 ; 6 + 4
2 2 
ä BC  AC C(1; 1) 7.2 tan  = mEF = - 3
 R(5; 5) 2 -1
1 - (- 3)
. . . ref. ø = tan 1,5
ANALYTICAL GEOMETRY: EX 5.3

 = 2 x   = 180º - 56,3º
1- x  MR = 2
(5 - 4) + (5 - 3) 2
= 56,3º
 4 = 2 - 2x = 123,7º
= 1+4 y
 2x = - 2 ˆ = 123,7º - 90º
 OEF F
= 5
B(x; - 3)
 x = -1  = 33,7º  70º
& BA = (3 - 1)2 + (6 - 2)2  x
3.3 AB = 2 - (- 3) = 5 units  . . . xB = xA ² AB = yA - yB O
= 4 + 16
. . . a vertical length = 20 
y 20 = 45 E
A = 2 5 ...
3.4 Area of ΔABC The height = 4 5
2 units is a  MR = 1 BA  8.1.1 mNK =
6 - (- 2)
... m =
y2 - y1
= 1 AB  height from C C
horizontal
2 3 - (- 1) x2 - x1
2
= 1 (5)(2) -1 1 x length 5.2.2 Gradient of MR = 5 - 3 = 2 = 2 = 8
2 5-4 1 4
ä it is
2 & Gradient of BA = 6 - 2 = 4 = 2 = 2 
= 5 units  || x-axis. 3-1 2

5 B  MR || BA  . . . mMR = mBA 8.1.2 mPK = - 1 

2

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 3.3 (a) y = (x - 1)2 - 4 (b) x = -1 and x = 3  5.2.1 (a) 3 units down
EXERCISE 6.1: Parabolas
-1 + 3 (b) 3 units left
Questions on page 6.13  y = x2 - 2x - 3 (c) x = =1  (d) 5 units right and 2 units down
2
 y = (x + 1)(x - 3)  (f) 2 units left and 4 units up
1.1 (a) (- 3; - 5) (b) y = x2 + 6x + 4 (c) (0; 4)
5.2.2 (c) 4 units down
1.2 (a) (1; 4) 2
(b) y = - x + 2x + 3 (c) (0; 3) 4. (a) y = (x - 3) - 1  2 (e) 2 units right and 1 unit up
Note:
(b) y = (x + 2)2 + 5  a = 1, given
1.3 (a) (- 2; 1) (b) y = 2x2 + 8x + 9 (c) (0; 9) 6.1
(a) ¡ (c) : Use y = ax2 + q
These graphs are symmetrical about the y-axis.
2.1 (a) y = x2 + 8x + 10 . . . std form 5.1 (a) y (b) x-int : x = 3 . . . the 'zero
The y-intercept
y value' of x (a) y = ax2 + 3 (b) y = ax2 + 4
 y = x2 + 8x + 42 + 10 -- 16 Either for ( )2 = 0
(0; 3) (0; 9) (3; 6) : 6 = a(3)2 + 3 (- 4; 0): 0 = a(- 4)2 + 4
 y = (x + 4)2 - 6 . . . t.pt. form  read it from the O x
standard form O x  3 = 9a  - 4 = 16a
3
(b) 4 units left and 6 units down or 1 1
 a=  a =-
(c) turning point : (- 4; - 6)  substitute x = 0 (c) x-ints : (d) y 3 4
y
in the t.p. form 2 1 1 2
(d) y-int : (0; 10) . . . see the (0; 4) - x + 4 = 0
27  Eqn : y = x2 + 3   Eqn : y = - x +4 
std form x2 = 4 3 4
O x (-5; 2)
(-2; 0) (2; 0) x = 2 O x
2.2 (a) y = x2 - 6x + 11 (c) y = ax2 ... c=0
2
 y = x - 6x + 32 + 11 -- 9 (- 3; 4) : 4 = a(- 3)2
(e) (f) x-ints :
2 y
 y = (x - 3) + 2 (x - 2)2 = 4  4 = 9a
O x  x - 2 = 2
(-2; -1) y 4
(b) 3 units right and 2 units up -5  a =
 x = 2 2 9
(c) turning point : (3; 2) O x = 0 or 4 4
(0; 0) (4; 0)  Eqn : y = x2 
(d) y-intercept : (0; 11) . . . see the standard form 9
(2; - 4)
2.3 (a) y = - x2 + 4x + 5 (g) (h) (d) ¡ (f) : Use y = a(x - p)2 + q
x-int : x = - 3 ... the
FUNCTIONS & GRAPHS: EX 6.1

y
2
 y = - (x - 4x - 5) y 2 'zero value' O x These graphs are not symmetrical about the y-axis.
(-1; - 2)
 y = - (x2 - 4x + 22 - 5 - 4) of x for
(d) t.p. : (2; 0) (e) t.p. : (1; 2)
(0; 9) ( )2 = 0 (0; - 5)
 y = - [(x - 2)2 - 9] O x  y = a(x - 2) 2
 y = a(x - 1)2 + 2
 y = - (x - 2) + 9 2  - 32 ; 0 (0; 2) :  2 = a(- 2)2 (0; 5) :  5 = a(-1)2 + 2
(b) 2 units right and 9 units up (i) y (j) y 1 1
(-1; 0) (3; 0)
x (0; 8)
;9 2   a=
2
 a=3
(c) turning point : (2; 9) O
1
O x  Eqn : y = (x - 2)2   Eqn : y = 3(x - 1)2 + 2 
(0; - 9) (-1; 0) (2; 0)
(d) y-intercept : (0; 5) . . . see the standard form 2
(1; -12)
x-ints : x-ints : (f) Symmetry x = 2 & Maximum y = 9
2
3.1 (a) y = x - 7x + 12 2
3.2 (a) y = - (x - 7x + 12) 3(x - 1)2 - 12 = 0 - (2x - 1)2 + 9 = 0 2
 y = a(x - 2) + 9
3(x - 1)2 = 12 (2x - 1)2 = 9
 y = (x - 3)(x - 4)   y = - (x - 3)(x - 4) 
(x - 1)2 = 4 2x - 1 = 3 (-1; 0) :  0 = a(-1 - 2)2 + 9
(b) x = 3 and x = 4  (b) x = 3 & x = 4  x-1 = 2 2x = 13  9a = - 9
x = 12 x = 13  a = -1
6 (c) x = 3 1  (c) x = 3 1   x = -1 or 3 2
2 2  x = -1 or 2  Eqn : y = - (x - 2)2 + 9 
Copyright © The Answer Series: Photocopying of this material is illegal A6.1
 (b) sin 
- (- sin )(- sin )(1) = 1 - sin2  (- cos x)(- cos x) - 1
sin  EXERCISE 7.4: (b)
(tan2 x)(cos x)(cos x)
= cos2   All Standard General Forms
cos2 x - 1 - (1 - cos2 x) 2
Questions on page 7.16 = = 2
= - sin2 x = -1 
(c) cos x + (- cos x) + (-1)(+ tan 45º) + (- cos x)2 sin2 x cos2 x sin x sin x
%
= -1 (+1) + cos2 x 2
cos x 1
1. (a) - sin 20º (b) - cos 50º (c) tan 70º (d) cos 50º
= -1 + cos2 x
(e) sin 40º (f) - tan 80º (g) cos 40º (h) - sin 25º (c) (+ cos x) . (- cos x) + (- tan x) . cos x . sin x
= - (1 - cos2 x)
sin x
= - sin2 x  = - cos2x - . cos x . sin x
(i) - cos 20º (j) - tan 70º (k) - sin 40º (l) tan 80º cos x
cos A + cos A sin  . tan  . cos  = - (cos2x + sin2x)
(d) (e)
cos A ( - tan  ) . ( - sin  ) = -1 
sin 40º . tan 45º cos 60º . (tan 30º)2
= 2 cos A = cos   2. (a)
- cos 50º . tan 30º
(b)
(- sin 30º) . (- cos 60º)
cos A
= 2  cos 50º . 1 2 EXERCISE 7.5: Identities
= 1  1 
.  Questions on page 7.16
1 2  3
y - cos 50º . =
4. (a) 5 cos  - 3 = 0 3
P(3; 4) - 1 . - 1 sin x cos2 x
    1. (a) % cos x (b)
â 5 cos  = 3 = - 3   2  2
5 4 cos x cos2 x
1 1
â cos  = 3 O
 . = sin x  = 1 
5 3 x = 2 3
1 1 - cos2 1 - cos2
â sin  = 4  (c) (d)
TRIGONOMETRY (Part 1) - General: EX 7.3 – 7.5

Pythag; 3 : 4 : 5Δ 4
5 sin  cos2
2 2 2
=  = sin  = sin 2
3
. . . see the position of
6
(b) The lengths = 3 sin  cos 
OQ 4  in ΔROQ sin 50º . 3 = sin   = tan2  
(c) (d) tan 60º - - cos 20º
OQ = 8 units  cos 180º . tan 50º . sin 40º - cos 30º - sin 70º
 k = -8  sin  (sin2 + cos2)
sin 50º . 3 3 cos 20º 2. (a) LHS =
= = - cos 
y sin 50º 3 cos 20º sin  (1)
R(k; 6) (- 1) . . cos 50º - =
cos 50º 2 cos 

P(3; 4) = - 3  = -2 - 1 = tan 
6
5 4  cos 540º = cos(360º + 180º) = RHS 
 = -3 
O = cos 180º
Q k 3 x cos 
= -1 (b) LHS = + 1 + sin 
1 + sin  cos 
5. (a) cos(90º + x) . sin(360º - x) + sin2(90º - x) cos2 + (1 + sin )2
=
= (- sin x) . (- sin x) + cos x 2 cos  (1 + sin )
(- sin x) . cos x . (- cos 60º)
3. (a) cos2 + 1 + 2 sin  + sin2
= sin2x + cos2x tan x =
cos (1 + sin )
1
= 1  ( - sin x ) . cos x .  -  2 + 2 sin 
2 2
. . . sin  + cos  = 1
=  2  =
sin x cos (1 + sin )
sin(180º - x) . sin(90º + x)
(b) cos x 2 (1 + sin )
cos2 (180º + x) =
1 cos  (1 + sin )
sin x . cos x sin x . cos x sin x = cos2x 
= = = = tan x  2 2
7 (- cos x)2 cos2 x cos x = = RHS 
cos 
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 18.2 ˆ
PTR ˆ + Q̂
= QPS . . . exterior ø of PQT ˆ
1.5 OCA = 30º . . . øs opp = radii ˆ
2.3 OPQ = 90º . . . radius  tangent
= 2x â x = 60º  . . . ext. ø of  A O â x = 8 cm  . . . 3 : 4 : 5 = 6: 8: 10 ; Thm. of Pythag.
30º x B
ˆ = 2 Q̂
â PTS or ø at centre = 2 % ø at circum. R
2.4 ˆ
OQP = 90º . . . radius  tangent
ˆ
OBT = 90º . . . radius  tangent C y
18.3 PTR ˆ
ˆ = POR . . . both = 2x ˆ = 50º
s â POQ . . . sum of øs of 
â y = 30º  . . . sum of ø of OBT O x
â P, O, T and R are concyclic T
ˆ = R̂ + x Q
But POQ . . . ext. ø of 
. . . PR subtends equal øs at T and O, ˆ
1.6 R̂ = SQR . . . øs opp = sides
converse øs in same segment = 2x . . . R̂ = x ; øs opp = radii 40º
= 1 (180º - 100º) . . . ø sum of 
2 R â x = 25º  P
= 40º
ø at centre = x
O ˆ = QRP
ˆ . . . tangents from a common pt.
EXERCISE 9.5: Tangents â x = 2(40º) . . . 2.5 QPR
2 % ø at circum. S y
Questions on page 9.21 = 80º  = 1 (180º - 40º) . . . ø sum of 
2
ˆ = OSQ
ˆ P Q P
â OQS . . . øs opp = radii = 70º
1.1 ˆ = 90º
OPA . . . tan  rad
= 1 (180º - 80º) . . . ø sum of  â x = 70º  . . . tan chord thm.
â x = 50º  . . . ø sum of  2 x S

ˆ = 90º
= 50º 40º
OPB . . . tan  rad Q
ˆ = 40º R
â y = 30º  . . . ø sum of  But RQS
ˆ
2.6 OPQ ˆ = 90º
= ORQ . . . radii  tangents
â y = 50º - 40º = 10º 
1.2 x = 50º  ; y = 70º  . . . tan chord theorem â PQRO is a cyclic quad. . . . opp. øs are suppl.
OR : R
ˆ ˆ
1.3 ABC = ACB . . . tans from a common point A For y . . . â x = 180º - 50º . . . opp. øs of c.q.
ˆ
OQP = 90º . . . tan  rad = 30º 
= 1 (180º - 64º) B
2 ˆ O
. . . sum of øs of  85º Q 1 = R̂ . . . tan chord thm. x OR : x = 360º - 2(90º) - 150º . . . ø sum of a quad.
ˆ
= Q 2 . . . proved above S = 30º 
CIRCLE GEOMETRY: EX 9.4 – 9.5

= 58º 64º A y
2
= 40º 1
x ø at centre =
â x = 58º  D
P
ˆ = 2(23º) . . .
2.7 O
y
â y = 90º - 2(40º) = 10º  Q 2
2 % ø at circum. T
. . . tan chord theorem C = 46º
ˆ = 90º
OPR . . . diam.  tang. 23º
ˆ = 180º - (85º + 58º)
â DBC . . . øs on a str. line ˆ 1
2.1 OPQ = 90º . . . radius  tangent P O
= 37º 55º O â x = 44º  2
S
s
â x = 90º - 55º . . . sum of ø of  . . . ø sum of OPR 1
x
â y = 37º  . . . tan chord theorem
= 35º  x P R
1.4 x = 60º  B Q
. . . tan chord theorem x ˆ = x 
3.1 (a) A . . . equal chords ; equal øs
2
50º 2.2 Â = 35º . . . tan chord thm. D A
D̂ = 50º ˆ = 90º â Cˆ 1 = x 
A ADB . . . ø in semi-? 1 2
. . . tan chord theorem 35º . . . tan chord thm. x D
D sum of x 2
s 60º
â x = 90º - 35º . . . A 1
ˆ = 70º . . . sum of ø
â DBC y øs of  O B C y E
C = 55º  (b) Dˆ 1 = y  B
of DBC 2 1

9 â y = 70º  . . . tan chord theorem . . . ext. ø of cyclic quad. C

Copyright © The Answer Series: Photocopying of this material is illegal A9.7

 12.6 The area of quadrilateral KPNQ sin θ 16.
14.2.3 In KMN :  = sin 140º Place  in the
M For Questions 16 and 17 :
= the area of KPN + the area of KQN 10 26,7 TOP LEFT y-x
Be sure to read the
position.
= 1 PN . KN . sin 52º + 1 QN . KN . sin 46º â sin  = 10 sin 140º 'Advice for 2D problems'
2 2 26,7 y x on page 10.13.
. . . where QN = KN = 200 m & PN = 118 m = 0,2407... S T k N
= 9 298,526... + 14 386,796... â  j 13,9º  16.1 Exterior ø of  = sum of the two int. opp. øs 
j 23 685,32 m2  K
1 2 36º
ˆ is obtuse.
Note:  is acute ä already KMN MT k
67º 1 P 16.2 In MTN : =
200 m
2 sin x sin(y - x )

â MT = k sin x

  sin A sin B sin C ... 
 52º 15.1 = =  sin(y - x )
2 46º 2 1 a b c
Q 1 N
 It is important to place the
required side in the TOP LEFT position.
TRIGONOMETRY (Part 2) - area, sine and cosine rules: EX 10.6

ˆ = 180º - (52º + 32º) 15.2 y-x

13.1 MPN . . . ø sum of MPN D
= 96º  P x y 16.3 In right ød MST : MS = sin y
A F MT
96º E
â MS = MT sin y . . . 
13.2 In MPN : h
MP
= 160 52º 32º y  in : â MS = k sin x . sin y 
sin 32º sin 96º M N B C sin(y - x )
160 m
160 sin 32º
â MP =
sin 96º 15.2.1 ˆ =y
DEF . . . corresponding øs ; AF || BC Note : MT is the LINK between the 2 s :
j 85 m  P ˆ =y-x
â ADB . . . exterior ø of DAE rt ød MST and non-rt ød MTN

ˆ = 90º + x
13.3 In PMT : PT = sin 52º & DAB
17.1 ˆ
In TQR : TRQ = -
P
85 85 m
BD h x
â PT = 85 sin 52º
52º
In DAB : = . . . formula & = cos( - ) 2
sin(90º + x ) sin(y - x ) in 15.1 TR
j 67 m  M T
h sin (90º + x )  x = TR cos( - )
â BD = T
sin(y - x ) x 
2 2 2
 TR =  1 
14.1 c = a + b - 2ab cos C h cos x cos( - )
K â BD =  Q x R
sin(y - x )
14.2.1 In KLM : 17.2 P̂ = 90º -   . . . ø sum of 

15
= cos 35º 8 cos 31º 17.3 In PTR : TR
= 2
KM 15.2.2 BD =
sin (61º - 31º) sin(90º - ) sin 
15
â = KM 8 cos 31º 2 cos 
cos 35º N â BD = â TR = 
10 sin 30º sin 
L 35º 5º
â KM j 18,3 m 
15 M â BD = 13,71. . . m x
17.4 â = 2 cos  . . . both = TR
ˆ = 140º cos( -  ) sin 
14.2.2 In KMN : KMN . . . ø sum of  CD
In DBC : = sin y 2 cos  .cos( - )
2 2 2 BD â x = 
& KN = 18,3 + 10 - 2(18,3)(10) cos 140º sin 
â CD = BD sin 61º
= 715,26...
 CD = 12 m  17.5 x = 2 cos 50º.cos(50º - 30º) j 2,4 metres 
10 â KN j 26,7 m  sin 30º

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