CURRICULUM GRADE 10 -12 DIRECTORATE

NCS (CAPS) SUPPORT

JUST IN TIME LEARNER REVISION

DOCUMENT

MATHEMATICS

GRADE 11

2024

This document has been compiled by the FET Mathematics Subject Advisors together with Top Teachers.
Mathematics KZN-GRADE Gr 11 Revision 2024

TABLE OF CONTENTS
PAGE
TOPICS
NUMBERS
1. ALGEBRA 3-9

2. NUMBER PATTERNS 10 - 13

3. FUNCTIONS 14 - 23

4. FINANCE GROWTH AND DECAY 23 - 26

5. PROBABILITY 27 - 32

6. STATISTICS 33 - 50

7. ANALYTICAL GEOMETRY 41 - 51

8. TRIGONOMETRY 52 - 64

9. EUCLIDEAN GEOMETRY 64 - 76

10. MEASUREMENT 77 - 78

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Mathematics KZN-GRADE Gr 11 Revision 2024

TOPIC 1. ALGEBRA
GUIDELINES, SUMMARY NOTES, & STRATEGIES
Rational exponents (fractional exponents): expressions with exponents that are rational numbers

➢ Quadratic exponents
➢ Laws of exponents
It is an equation with three terms, one term has the highest
• a n  a m = a m+ n power that is multiple of 2, the middle term has one- half
am the exponent of the term with a highest power
• = a m−n
an 2 1
x − 2x − 3 = 0
3 3

• (a )m n
= a mn
1
let x = k
(a  b)n = a n  b n
3
•
m k 2 − 2k − 3 = 0
a am
•   = m
b b (k − 3)(k + 1) = 0
• a0 = 1
p

xq = x p ; x  0; q  0
q
•
• NOTE: when adding or subtracting powers with numerical bases, factorise.
• when a m = a n  m = n and a m = b m  a = b
p p q q
 r
• when x : x = t  x : x q r q p
=t p
provided p is not an even number

➢ Adding, subtracting, dividing and multiplying surds

•
n
a  n b = n ab ➢ Solving surd equation
n
a n a Steps:
n
=
• b b
• isolate the surd
• p a q a = pq a
n n n
• square both sides
• simplify and solve the
➢ Factorisation:
equation
• common factor
• reject if applicable
• trinomial
• difference of two squares
• grouping
• sum and difference of two cubes

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Mathematics KZN-GRADE Gr 11 Revision 2024
➢ Completing the square
steps
 b
• “take out” the coefficient of x 2 for the first 2 terms a x 2 +  x + c
 a
  
2
1 b b2 b2
• Add and subtract   ( the coefficient of x )  a x 2 + x+ 2 − 2  + c
2   2a 4a 4a 
2
 b  b2
• Factorise the perfect square trinomial and multiply a x +  − 2 +c
 2a  4a
➢ Quadratic equation
from completing the square 2
 b  b2 c
2 x+  = 2−
 b  b2  2a  4a a
a x +  − 2 + c = 0
 2a  4a
2
 b  b2 c
 x +  − =− −b  b 2 − 4ac
 2a  4a 2
a If ax 2 + bx + c = 0;  x = where a  0
2a

➢ Inequalities (notes)

• Where y  0, above x-axis: x  −1 or x  2

y=0
-1 2
• Where y  0, below the x-axis: − 1  x  2

Simultaneous equations
When solving a pair of simultaneous linear equations, we are, in fact, finding a common point – the point
of intersection of the two lines.
Elimination method Substitution method
• Make the coefficients of one of the • Use the simplest of the two given equations to express one
variables the same in both of the variables in terms of the other.
equations, Eliminate the variable by • Substitute into the second equation. By doing this we
adding equation (1) and equation (2) reduce the number of equations and the number of
together. variables by one.
• Simplify and solve for x. • We now have one equation with one unknown variable
• Substitute x back into either original which can be solved.
equation and solve for y. • Use the solution to substitute back into the first equation
to find the value of the other unknown variable.

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Mathematics KZN-GRADE Gr 11 Revision 2024
Nature of roots

− b  b 2 − 4ac
ax + bx + c = 0  x =
2

2a
➢ b 2 − 4ac = 0 equal roots
➢ b 2 − 4ac  0 non real
➢ b 2 − 4ac  0 real and equal
➢ b 2 − 4ac = perfect square rational roots

➢ b 2 − 4ac  perfect square irrational roots

ACTIVITIES

1.1 Simplify
1.1.1 4 x + 2.8x −1 (4) L2
2 x −3.16 x
1.1.2. 15n + 2.451− n (4) L2
33− n
1.1.3 2 x + 2 x +1 (5) L2
2x − 2x+2
1.1.4 25 x +1.6 (4) L2
10 x −1.15 x
1.1.5 6n +3.2n −1 (3) L2
12n+ 2
1.1.6 24 x +1.9 x.62 x −1 (4) L2
123 x.3x
1.2 Convert the following into exponential form
1.2.1 a. x (1) L1
(1) L1
b. 3
x2
1.3 Solve for x
1.3.1 3 (3) L1
x =84

1.3.2 3 x + 2 + 3 x +1 = 1 (4) L2
1.3.3 1 1 (4) L2
x 2 − 3x 4 − 10 = 0
1.3.4 −
2 (3) L2
x 3
= 0, 25

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Mathematics KZN-GRADE Gr 11 Revision 2024
1.3.5 2 (2) L1
x =43

1.3.6 1 (2) L1
x 3 = −1
1.3.7 1 1 (4) L3
x 2 − 2x 4 − 3 = 0
1.3.8 2 1 (4) L3
x − 3x − 4 = 0
3 3

1.3.9 3 1 (4) L2
3x = 24 x
4 4

1
1.3.10 𝑥 − 4𝑥 2 = 5 (5) L3

1.3.11 2 x−2 + 2 x + 2 x +1 − 52 = 0 (4) L2

1.4 Simplification
1.4.1 18 + 50 − 8 (3) L1

1.4.2 132 (3) L1

3
1.4.3 ( 5+3 )( 5 − 3 ) (3) L2

1.4.4 ( 5− 3 )( 5 + 3 ) (3) L2

1.4.5 48 − 3 (2) L1
27
1.4.6 (2 + 3 32) 2 (3) L2

1.5 Solve for x

1.5.1 x−3 −4 = 0 (3) L2

1.5.2 x+2 = x−4 (4) L2

1.5.3 10 − x = −2 x − 1 (4) L2

1.5.4 x (4) L2
=3 2
2
1.5.5 12 + x = x + 3 (4) L3

1.5.6 8− x = 2 (2) L2

1.5.7 x (5) L3
2 − 3 + 4 = 12
2
1.5.8 4 x − 3 − 3 = 2x − 9 (5) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024
1.5.9 3 (4) L3
2x −1 − = −2
2x −1
1.5.10 2 4− x = 2 4− x (4) L1

1.5.11 3 x +3 = 9 (4) L3

1.5.12 2 − 7x + 2x = 0 (4) L2

1.6 Solve for x through factorisation

1.6.1 x 2 = 2x (2) L1
1.6.2 x2 = 2x + 3 (3) L1
1.6.3 7 x 2 + 18 x = 9 (3) L2
1.6.4 x( x + 1) = 6 (4) L2
1.6.5 (4 − x )(x − 2) = 0 (2) L1
1.6.6 (4 + x)(3 − x) = −8 (3) L2
1.6.7 x2 −1 (4) L2
=2
x +1
1.7 Solve for x
1.7.1 x2  2x (3) L2
1.7.2 x2  2x + 3 (3) L2
1.7.3 7 x 2 + 18 x  9 (4) L2
1.7.4 x( x + 1)  6 (4) L2
1.7.5 (4 − x )(x − 2)  0 (3) L2
1.7.6 2 x ( x − 3)  0 (3) L3

1.7.7 2 x ( x 2 − 9)  0 (3) L3

1.7.8 x 2 + 2 x − 20  − x − 2 (4) L2
1.7.9 5  x(2 x + 3) (4) L2
1.7.10 x2 (4) L2
− − x  −4
2
1.8 Solve for x and y simultaneously
1.8.1 2 x 2 − 3xy = −4 and 4 x + y = 2 y + 4 (5) L2

1.8.2 x 2 − 2 xy − 3 y 2 = 0 and y − x = 2 (6) L2

1.8.3 32 x = 3 y −1 and 2 x + 2 y = 4 (5) L2

1.8.4 y − 4 = 2 x and 2 x 2 − 3 xy + y 2 = 4 (5) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024
1.8.5 (3 x
)
− 9 ( y − 4) = 0 (4) L2

1.8.6 (x − 9)2 ( y + 8) 2 = 0 (4) L2

1.8.7 2 32 (7) L3
2x = and x − y − 1 = 0
2y
1.8.8 x − 2 y = 2 and y = (x + 1)(x − 3) (6) L2
1.8.9 x (5) L3
x 2 + 5 xy + 6 y 2 = 0 calculate the value of
y
1.9 Solve for x and give your answer correct to 2 decimal places

1.9.1 x ( x + 2) − 4 = 2 (4) L2

1.9.2 − x2 = 2 − 7 x (4) L2
1.9.3 x2 = 2x + 4 (4) L2
1.9.4 x2 = 2x + 7 (4) L2
1.9.5 7 x 2 + 18 x = 9 (4) L2
1.9.6 x( x + 1) = 3 (5) L2
1.9.7 (4 − x )(x − 7) = 59 (5) L2
1.9.8 x (5) L3
2x − 1 =
3x + 2
1.9.9 Solve for x by completing the square [solving an equation by completing the
square will not be examined]
(a) x 2 = 2x (3) L2
(b) x2 = 2x + 3 (3) L2
(c) 7 x 2 + 18 x = 9 (4) L2
(d) x( x + 1) = 6 (4) L2
1.10 Nature of roots
1.10.1 For which values of k will have non-real roots? (3) L2
1.10.2 Given the equation 4𝑥 2 + 𝑘𝑥 + 1 = 0 has equal roots, determine the value of 𝑘 (4) L2
(where k  0 ).
1.10.3 For which values of x will x = (3 − x)( x + 5) be real? (4) L3

1.10.4 a 2 − b2 (4) L3
Show that is non-real for b  a .
a+b

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Mathematics KZN-GRADE Gr 11 Revision 2024
1.10.5 Given: f (x) = ax2 + bx + c. (5) L4

12  192 − 48k
f (x) = 0 has equal roots, namely : x =
2k − 1
If it is further given that f ( –1) = 27, determine the values of a, b and c.
1.10.6 Show that the roots of 2 x 2 + (1 − 2n) x − n = 0 are rational and unequal if n is an (3) L4
integer.
1.10.7 k = ( x + 1) 2 − 4 , where k is a real number. Write down the minimum value of k. (1) L1

1.10.8 Calculate the values of k, for which the equation with roots (3) L2
− 2  4 − 12(−k + 1)
x= will have real roots.
6
1.11 Problem solving questions
1.11.1 (5) L3
The roots of are and . Hence, or otherwise, determine the

roots of .

1.11.2 3
3x-1  L4
If 3 = 64 and 5
9x p
= 64,WITHOUT the use of a calculator,calculate the value of p
5
1.11.3 8 (5) L4
Given the expression: = a+b c
1
1−
2
Show, without the use of a calculator, that a = bc
1.11.4 The two rectangles drawn below have the same area. The first rectangle has a breadth (4) L4
that is 1cm more than its length. The second rectangle has a breadth that is 4cm more
than its length. The length of the second rectangle is 1cm less than the length of the
first rectangle. Determine the areas of the rectangles.

1.11.5 If x = 3 − 2 2 and y = 2 − 1 , show that x = y . (5) L3

1.11.6 52014 − 52012 (4) L3

Calculate a and b if = a(5b ) and a is not a multiple of 5.
6
1.11.7 Given a − b = 3 and 3a + 9.3b = 4 , solve simultaneously for a and b. (6) L3

1.11.8 if 4 x = 8 y find the ratio of x:y (3) L3

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 Mathematics KZN-GRADE Gr 11 Revision 2024

TOPIC 2. NUMBER PATTERNS

GUIDELINES, SUMMARY NOTES, & STRATEGIES
A linear pattern is a pattern where the difference ( d ) between consecutive terms is common.

d = T2 − T1 = T3 − T2 = T4 − T3 = ...

The general term of a linear pattern can be given by Tn = dn + c where d is the common difference.

A quadratic pattern is a pattern with a common second difference. The first differences of a quadratic pattern
form a linear pattern.

Example: 0 1 4 9 16

1 3 5 7 First differences

2 2 2 Second common difference

1. Determining the next term.
To determine the next term, we add the last terms of each of the sequences, i.e. the last of the quadratic pattern
to the last term of the first differences and the second common difference.
The next term is 16 + 7 + 2 = 25
2. Determining the nth term.
The nth term of the quadratic pattern is given by: Tn = an2 + bn + c

Using this formula to generate the terms we will have:

a+b+c 4a + 2b + c 9a + 3b + c 16a + 4b + c

3a + b 5a + b 7a + b

2a 2a
• 2a = the second common difference
• 3a + b = the first term of the first differences
• a + b + c = the first term of the quadratic pattern
From the example above:
2a = 2 3a + b = 1 a+b+c = 0
a =1 3(1) + b = 1 1− 2 + c = 0
b = −2 c=1
 Tn = n2 − 2n + 1

4. Determining Tn and n .

It is important to note that n N , that means it can NEVER be negative, irrational or a fraction.

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 Mathematics KZN-GRADE Gr 11 Revision 2024
(a) Determining the 15th term of the sequence
T15 = (15)2 − 2(15) + 1

T15 = 196
(b) Determining which term of the sequence is 81.
81 = n2 − 2n + 1
n2 − 2n − 80 = 0
(n − 10)(n + 8) = 0

n = 10 or n = −8
n  −8
 n = 10

ACTIVITIES
2.1 Given the linear pattern: 5 ; 9; 13 …
2.1.1 Write down the next two terms. (2) L1
2.1.2 Determine the nth term. (3) L2
2.1.3 Calculate the value of the 25th term. (2) L1
2.1.4 Which term in the sequence has a value of 241 ? (3) L2

2.2 Consider the linear pattern: 55 ; 48 ; 41...

2.2.1 Write down the common difference. (1) L1
2.2.2 Determine the value of n if Tn = −169 (4) L2

2.3 Consider the linear pattern: 102 ; 97 ; 92 ;............ − 133

2.3.1 Determine the general term of the pattern. (3) L2
2.3.2 How many terms are there in the pattern? (3) L2

2.4 Consider the linear sequence: 11 ; x ; 23 …

2.4.1 Calculate the value of x . (2) L2
2.4.2 Write down the general term. (3) L2
2.4.3 Determine T15 (2) L1

2.5 The first three terms of a linear sequence are 5 p − 8 ; 3p + 3 ; 4p + 2

2.5.1 Determine the value of p . (3) L2
2.5.2 Determine the values of the first three terms. (1) L1
2.5.3 Determine a formula for the nth term. (3) L2

2.6 Consider the linear pattern: x ; 29 ; y ; 41

Calculate the values of x and y . (4) L2

2.7 The second term of a linear pattern is 9 and the 19th term is 43 .
Calculate the value of the first term and the common difference. (3) L3

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 Mathematics KZN-GRADE Gr 11 Revision 2024

2.8 Given that the 5th term of a linear pattern is 7 and the sum of the 11th and 17th terms is 68 .
2.8.1 Calculate the value of the first term and the common difference. (5) L3
2.8.2 Determine T25 . (2) L1

2.9 Given a quadratic pattern: 22 ; 1 ; − 18 ; − 35

2.9.1 Write down the next 2 terms. (2) L1
2.9.2 Determine the formula for the nth term. (4) L2
2.9.3 Which term(s) will have the value of −95 ? (4) L2
2.9.4 Which term will have the smallest value? (2) L3

2.10 Given a quadratic pattern: 121 ; − 83 ; − 49 ; − 19...

2.10.1 Write down the next two terms. (2) L1
2.10.2 Determine the formula for the nth term. (4) L2
2.10.3 Which term has a value of −13369 ? (4) L2
2.10.4 Between which two consecutive terms is the first difference −110 ? (3) L3
2.10.5 Determine the maximum value of the pattern. (4) L3

2.11 Consider the quadratic pattern: 5 ; 6 ; 11 ; 20.....

2.11.1 Write down the next two terms. (2) L1
2.11.2 Determine the formula for the nth term. (4) L2
2.11.3 Is 2321 a term in the pattern? (4) L3
2.11.4 Between which two consecutive terms will the first difference be 69 ? (3) L3

2.12 The first four terms of a quadratic pattern are: 10 ; 10 ; 12 ; 16

2.12.1 Determine the value of the 29th term. (5) L2
2.12.2 Determine the general term for the first differences. (2) L2

2.13 −10 ; − 25 ; 38 ; −49.... is a quadratic pattern.

2.13.1 Determine the value of T18 . (5) L2
2.13.2 Which term(s) has a value of −70 ? (4) L2
2.13.3 Which term is first to be positive? (4) L3

2.14 2 ; 6 ; 10 ...... are the first differences of a quadratic pattern

2.14.1 Determine the first difference between T37 and T38 of the quadratic pattern. (3) L2
2.14.2 If the 19th term of a quadratic pattern is 651 , prove that the general term will be given (4)
by Tn = 2n2 − 4n + 5 L3
2.14.3 Prove that all terms of the quadratic pattern will be odd. (2) L4

2.15 The general term of the first differences of a quadratic pattern is given by Tk = −4k + 29
2.15.1 Between which two consecutive terms of the quadratic pattern will the first difference be (2)
−71? L2
2.15.2 If the first term of the quadratic pattern is 15 , determine the general term of the quadratic (4)
pattern. L3

2.16 Consider the quadratic pattern: x ; 4 ; y ; 26 ; 46....

2.16.1 Calculate the value(s) of x and y. (5) L3
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 Mathematics KZN-GRADE Gr 11 Revision 2024
2.16.2 If x = 2 and y = 12 , determine the nth term of the pattern. (4) L2
2.16.3 Will there be negative terms in the pattern? (3) L3

2.17 The first term of a quadratic pattern is 10 , the third and fourth terms are −6 and −11
respectively.
2.17.1 Determine the value of the second and fifth term. (4) L3
2.17.2 Determine the nth term. (4) L2

2.18 The first four terms of a quadratic pattern are: 23 ; x ; y ; 65 and the second difference is 2 .
Show that x = 35 and y = 49 . (5) L3

2.19 3x + 1 ; 2x ; 3x − 7 are the 11th , 12th and 13th terms of the linear pattern.
2.19.1 Determine the value of x . (3) L2
2.19.2 Calculate the numerical values of the first three terms. (3) L1

2.20 The following information is given about a quadratic pattern:

T5 = 121
T6 − T5 = 37
T7 − T6 = 41

2.20.1 Write down the first term of the quadratic pattern. (2) L2
2.20.2 Determine an expression of the general term. (4) L2

2.21 The first four terms of a quadratic pattern are: 2 x − 4 ; x + 2 ; 3x + 1 ; 6 x − 1

2.21.1 Calculate the value of x . (5) L3
2.21.2 If x = 3 , write down the numerical values of the first three terms. (1) L1
2.22.3 Hence, determine the nth term of the pattern. (4) L2

2.22 4 x + 3 ; 2x − 5 ; − 2x − 11 ; x + 3 are the first four terms of a quadratic pattern

2.22.1 Show that x = −2 (5) L2
2.22.2 Determine an expression for the general term. (4) L2
2.22.3 Determine T35 (2) L1

2.23 A pattern with a constant second difference has Tn = 4n + 3 as the general term of its first
differences. The first term of the quadratic pattern is 7 .
Determine the general term of the quadratic pattern. (5) L3

2.24 A quadratic pattern has a second difference of 2 , T4 = −25 and T11 = −158
Determine the formula for the nth term. (6) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

TOPIC 3. FUNCTIONS AND GRAPHS

GUIDELINES, SUMMARY NOTES, & STRATEGIES
Straight Line Parabola Hyperbola Exponential
y = mx + c y = a( x + p)2 + q a y = a.b x + p + q
y= +q
m … gradient and Axis of symmetry with x+ p b  0 and b  1
c … y-intercept equation x = − p Vertical asymptote: Horizontal asymptote
Maximum or minimum Horizontal with equation y = q
value asymptote: y = q
(− p; q) Turning point
m  0 … graph is a  0 … graph faces a  0 … graph is on a  0 … graph is
decreasing downwards(concave the second and the below the asymptote
m  0 … graph is down) and has a fourth quadrant a  0 … graph is
minimum turning point a  0 … graph is on
increasing above the asymptote
a  0 … graph faces the first and the
IF m = 0
upwards(concave up) third quadrant
THEN y = c and has a maximum
IF m is undefined turning point
THEN x = c
Domain: x  R Domain: x  R Domain: x  R , Domain: x  R
Range: y  R Range: y  q if a  0 x  −p Range:
Range: y  R , y  q y  q if a  0
y  q if a  0
y  q if a  0

y − y1 = m( x − x1 ) y = ax 2 + bx + c Axis of
Axis of symmetry: symmetry/lines of
−b symmetry:
xM = y = x + c 
2a  
x-intercepts  y = −x + c
y = a ( x − x1 )( x − x2 ) OR
y = ( x − p ) + q
x1 and x2 are
✓ Understand reflection about the y-axis: g(x) = f (–x) and about the x-axis g(x) = –f (x)
✓ Understand reflection about a line and about a point (use midpoint formula)
✓ Understand vertical translation, h(x) = f(x) + q, and horizontal translation h(x) = f (x + p)
✓ If given a sketch of a function f(x), be able to determine the values of x for which:
f (x) < 0 OR f (x) > 0
✓ If given the graphs of two functions, f(x) and g(x), on the same set of axes (intersecting graphs), be
able to determine the values of x for which:
1. f ( x) = g ( x) 2. f ( x)  g ( x) or f ( x) − g ( x)  0
3. f ( x)  g ( x) OR f ( x) − g ( x)  0 4. f ( x).g ( x)  0 or f ( x).g ( x)  0
f ( x)
5. 0
g ( x)

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Mathematics KZN-GRADE Gr 11 Revision 2024
ACTIVITIES
QUESTION 3
3.1
−3 3.1.1 Write down the equations of the asymptotes of h. (2) L2
Given: h( x) = −2
3− x 3.1.2 Write down the coordinates of the y-intercept of h. (2) L1
3.1.3 Calculate the coordinates of the x-intercepts of h. (3) L2
3.1.4 Draw the graph of h. Clearly show the asymptotes (3) L2
and the intercepts with the axes.
3.1.5 Determine the equation of the axis of symmetry of (2) L2
h that has a positive gradient.
3.1.6 Calculate the x-coordinates of the points of (5) L3
intersection of h and the axis of symmetry
determined in QUESTION 3.1.5.
[17]
3.2 GRADE 11 KZN NOV 2023
The sketch below shows the graphs of: 3.2.1 Calculate the length of AB. (4) L2
1 3.2.2 Write down the coordinates of D. (1) L1
f ( x) = ( x − 2) 2 − 8 and g ( x) = x − 6.
2 3.2.3 Write down the range of f. (1) L1
⚫ A and B are x-intercepts of f. 3.2.4 Calculate the average gradient between points A (3) L2
⚫ D is a turning point of f. and C.
⚫ C is the y-intercept of both graphs. 3.2.5 1 2
⚫ Graphs f and g intersect at B and For which values of k will x − 2x − 6 − k = 0
2 (2) L3
C.
have two positive roots?
3.2.6 Use the graphs to determine the values of x for
which:
(a) f ( x)  0 (2) L2
(b) g ( x)
0 (2) L3
f ( x)
3.2.7 Determine the maximum value of h if
2− f ( x ) (3) L3
h( x ) = 2 .
3.2.8 Calculate the value(s) of k for which y = 2 x + k
(5) L4
will NOT be a tangent of f .
[23]
3.3 DBE NOV 2016
Given: f ( x) = −2 x 2 + x + 6 3.3.1 Determine y-intercept of f. (1) L1
3.3.2 Determine the x-intercept of f. (3) L2
3.3.3 Determine the coordinates of the turning point of f. (3) L2
3.3.4 Sketch the graph of f showing all the intercepts with (4) L2
the axes and the turning point.
3.3.5 Determine the value(s) of k for which f ( x) = k will (2) L2
have equal roots.
3.3.6 If the graph of f is shifted 2 units to the right and 1
unit upwards to form h, determine the equation of h (3) L3
in the form of y = a ( x + p ) 2 + q .
[16]

15
Mathematics KZN-GRADE Gr 11 Revision 2024
3.4 PHOENIX CENTRAL CLUSTER 2022
Consider the following functions: 3.4.1 Write down the equation of the horizontal (1) L1
f ( x) = 3x +1 − 1 and g ( x) = −2 x + 2 asymptote of f.
3.4.2 Determine the coordinates of x and y intercepts of f. (4) L2
3.4.3 Sketch the graphs of f and g on the same set of axes. (5) L2
3.4.4 Determine the value(s) of x for which (2) L2
f ( x) − g ( x)  0 .
3.4.5 If the graph of f is reflected about the x-axis and (3) L3
shifted 3 units upwards to form h(x), determine the
range of h.
[15]
3.5
The sketch below shows the graph of 3.5.1 Write down the coordinates of A. (2) L1
−9 3.5.2 Determine the coordinates of the x and y intercepts (5) L2
f ( x) = − 2. A is the point of
x −1 of f.
intersection if the asymptotes of f. 3.5.3 Write down the equation of the axis of symmetry of (2) L2
f that has a negative gradient.
3.5.4 Hence, or otherwise, determine the coordinates of a (5) L4
point that lies on f in the fourth quadrant, which is
the closest to point A.
3.5.5 Determine the value(s) of x for which f ( x)  0 (2) L2
3.5.6 The graph of g is obtained by reflecting the graph of
f about the x-axis.
(a) Write down the equation of g in the form (2) L1
y =…
(b) If A  is the point of intersection of g, write
down the coordinates of the point on g that
is closest A  .
[18]
3.6
Given f ( x) = ( x + 2) 2 − 25 and 3.6.1 Determine x and y intercepts of f. (4) L2
g ( x) = −3x − 21. 3.6.2 Determine x and y intercepts of g. (2) L1
3.6.3 Determine the coordinates of the turning point of f. (2) L1
3.6.4 Sketch the graphs of f and g on the same system of
axes. Clearly indicate all the intercepts with the axis (5) L2
and turning point.
3.6.5 For which value(s) of x is:
(a) g ( x) = f ( x) ? (1) L2
(b) f ( x).g ( x)  0 ? (2) L2
3.6.6 Determine the value(s) of k for which (1) L3
f ( x) = g ( x) + k will have no real roots.
[17]

16
Mathematics KZN-GRADE Gr 11 Revision 2024
3.7 KZN JUNE 2019
The sketch below shows the graphs of 3.7.1 Show that a = 1 and b = −4 (3) L3
g ( x) = k x + t and h( x) = ax 2 + bx + c. 3.7.2 Determine the coordinates of P, the turning point of (2) L2
h.
The x-intercepts of h are (0; 0) and (0; 4)
3.7.3 write down the range of h. (1) L1
Q(1 ; –3) is a point on h. The horizontal
line P, the turning point of h, is the 3.7.4 Write down the value of t. (1) L1
asymptote of g. The x-intercepts of g lies
3.7.5 Hence, calculate the value of k. (2) L2
on the axis of symmetry of h.

3.7.6 For which value(s) of r will the roots of x 2 − 4 x + r (2) L2

be non-real?
3.7.7 If h is reflected in the x-axis and shifted 2 units (2) L2
upwards, determine the coordinates of P .
'
3.7.8 If g is shifted 4 units upwards to form f (x).

(a) Determine the range of f. (1) L1

(b) Determine the domain of f. (1) L1

[15]

3.8 DBE NOV 2015

The sketch below shows the graphs of 3.8.1 Determine the equation of the axis of symmetry of g. (2) L2
f ( x) = 2 x + 3 and g ( x) = −2 x 2 + 14 x + k . 3.8.2 Determine the value(s) of x for which f ( x)  0. (1) L2
C is any point on f and D is any point on 3.8.3 Write down a simplified expression for the length of (3) L2
g, such that CD is parallel to the y-axis. CD in terms of x and k.
k is a value such that C lies above D. 3.8.4 If it is given that the minimum length of CD is (4) L3
5 units, calculate the value of k.
3.8.5 If it is given that k = −20
(a) Determine the x-intercepts of g. (3) L2
(b) Determine the coordinates of the turning (3) L2
point of g.
(c) Calculate the value(s) of x for which (4) L3
f ( x)  2.
(d) Write down the domain and range of g. (2) L1

[22]
3.9 GRADE 12 KZN SEPT 2023
−3 3.9.1 Write down the equations of the asymptotes of g. (2) L1
Given: g ( x) = − 1.
3− x 3.9.2 Calculate the x and y intercepts of g. (3) L2
3.9.3 Draw the graph of g, clearly show all the (3) L2
asymptotes and the intercepts with axis.
3.9.4 Determine the equation of the line of symmetry (2) L2
with a negative gradient.
[10]

17
Mathematics KZN-GRADE Gr 11 Revision 2024

3.10 GRADE 12 DBE NOV 2018

The function f , defined by 3.10.1 Write down the values of q . (1) L1
a 3.10.2 Calculate the values of a and p . (5) L3
f ( x) = + q, has the following
x+ p 3.10.3 Sketch a neat graph of this function. Your graph (4) L2
properties: must include the asymptotes, if any.
The range of f is y  R, y  1. 3.10.4 Determine the equation of the line of symmetry (2) L2
The graph f passes through the origin. with a positive y-intercept.
P( 2 + 2; 2 + 1) lies on the graph of f .
3.10.5 If point P( 2 + 2; 2 + 1) is reflected about the (2) L2
point of intersection of the asymptotes of f , (3) L3
'
calculate the coordinates of P .
[15]

3.11 GRADE 12 DBE NOV 2019

Below are the graphs of 3.11.1 Write down the value of p . (1) L1
a 3.11.2 Show that a = 3 and b = 2. (3) L3
f ( x) = ax 2 + bx − 3 and g ( x) = .
x + p 3.11.3 Calculate the coordinate of C. (4) L2
f has a turning point at C and passes 3.11.4 Write down the range of f . (2) L1
through the x -axis at (1; 0). D is the y - 3.11.5 Determine the equation of the line through C that (3) L3
intercept of both f and g also intersect
makes an angle of 45 with the positive x -axis.
each other at E and J. The vertical
Write your answer in the form y =.....
asymptote of g passes through the x -
3.11.6 Determine the value(s) of k for which f (x)+k will (2) L4
intercept of f .
be positive.
3.11.7 Determine the value(s) of x for which:
(a) x. f ( x)  0 (3) L2
(b) g ( x)  −3 (2) L2
3.11.8 The function h(x) = f (m – x) + q has only one x - (4) L4
intercept at x = 0. Determine the values of m and
q.
[24]

3.12 GRADE 12 DBE/ MAY-JUNE 2022

1
x 3.12.1 Calculate the value of a. (3) L2
The graph of passes g ( x) = a   + 7 3.12.2 Calculate the coordinates of the y-intercept of g. (2) L1
3 −x
3.12.3 Consider: h( x) = (3)
through point E(– 2; 10).
(a) Describe the transformation from g to h. (2) L3
(b) Determine the range of h. (1) L1
[08]

18
Mathematics KZN-GRADE Gr 11 Revision 2024

3.13
In the diagram below, g represents the 3.13.1 Write down the range of g. (1) L1
function g ( x) = a x , a  0. 3.13.2 Calculate the value of a. (2) L2
The graph of h is symmetrical to g 3.13.3 Write down the coordinates B', the image of B (1) L1
about the y-axis. The point which lies on h.
 1 3.13.4 Determine the equation of h in the form y = b x . (2) L2
B  2; 2  lies on the curve of g and C
 4
3.13.5 Write down the coordinates of C. (1) L1
is the y-intercept of both g and h.
3.13.6 Hence, or otherwise, determine the value(s) of x (2) L2
1
for which 1  g ( x)  2 .
4
3.13.7 B' is the reflection of B in the y − axis. (2) L2
Calculate the average gradient between B' and C.
[11]

3.14
The diagram below shows the graph of 3.14.1 Show that the equation can be written as (5) L3
a parabola f, with turning point 1
y = − x 2 + 2 x − 5.
A(2; − 3) and y-intercept B(0; − 5). 2
3.14.2 Use the graph to determine the value(s) of k for (3) L3
1
which the equation − x 2 + 2 x − 5 = k
2
will have real and unequal roots.
3.14.3 The parabola f is shifted vertically until the new y- (2) L2
intercept is at the origin. Determine the new
turning point of the parabola.
[9]

3.15 DBE/FEB-MARCH 2016

Given: f ( x) = 2 + 1
x 3.15.1 Determine the coordinates of the y − intercept of f . (1) L1
3.15.2 Sketch the graph of f , clearly indicating ALL (3) L2
intercepts with the axes as well as any asymptotes.
3.15.3 Calculate the average gradient of f between the (3) L2
points on the graph where x = −2 and x = 1 .
3.15.4 If h( x) = 3 f ( x), write down an equation of the (1) L3
asymptote of h .
[08]

19
Mathematics KZN-GRADE Gr 11 Revision 2024
3.16 GRADE 11DBE NOV 2018
The diagram below shows the graphs of 3.16.1 Write down the equation of the asymptote of g. (1) L1
x +1
1 3.16.2
Write down the coordinates of D. (2) L1
f ( x) = − ( x − 3) + 25 and g ( x) = 2   − 4.
2

2 3.16.3
Write down the range of f. (1) L1
Graph f cuts the x-axis at A and C, the 3.16.4 Calculate the length of EB. (4) L3
y-axis at E and has a turning point at D. 3.16.5 Determine the values of x for which f is (2) L2
Graph g cuts the x-axis at A and the y- increasing.
intercept at B. 3.16.6 Calculate the average gradient between points A (4) L3
and B.
3.16.7 Graph t is obtained by reflecting g about x-axis, (2) L3
Write down the range of t.
3.16.8 If p ( x ) = f ( x ) + 2, (2) L2
Write down the the coordinates of the turning
point of p.
3.16.9 Determine the value of k for which the straight (4) L4
line y = 2x+k will be a tangent to f.
[23]
3.17 HUDSON PARK HIGH SCHOOL JUNE 2018
Given: h( x) = 2.3x − 6 3.17.1 Sketch the graph of h(x) clearly showing all (4) L2
asymptotes and intercepts.
3.17.2 Is h(x) an increasing or decreasing function? (1) L1
3.17.3 State the range of h(x). (1) L1
3.17.4 If h(x) is moved (2) L2
⚫ 5 units vertically downwards; and
⚫ 4 units horizontally to the right to become g(x).
State the equation of g(x) in y-form.
[8]
3.18
4 3.18.1 Write down the equations of the asymptotes. (2) L1
f ( x) = +1
2− x 3.18.2 Sketch the graph of g ( x) if g ( x) = − f ( x) (4) L3
[06]

3.19
rewrite the equation alongside in the 3.19.1 x−7 (3) L2
f ( x) =
a x+5
form of: f ( x) = +c
x+b 3.19.2 2x − 9 (3) L2
f ( x) =
2− x
3.19.3 5 − 2x (3) L2
f ( x) =
4− x
[09]

20
Mathematics KZN-GRADE Gr 11 Revision 2024
3.20 KZN JUNE 2016
The diagram below represents the 3.20.1 Write down the values of p and q. (2) L2
graphs of f ( x) = a + q and g ( x) = t x . 3.20.2 Determine the value of a. (3) L2
x+ p 3.20.3 Determine the value of t. (3) L2
f cuts the x-axis at R(–2 ; 0) and the 3.20.4 Calculate the average gradient of g between (3) L3
y-axis at D. x = −2 and x = 2.
 1 3.20.5 Write down the equation of the asymptote of g. (1) L1
P  2;  is a point on the graph of g.
 4 3.20.6 Write down the coordinates of D. (2) L1
f and g intersect at point D. 3.20.7 Determine the value(s) of x for which:
(a) x.g ( x)  0. (2) L2
(b) g ( x)  f ( x). (3) L3
3.20.8 Determine the equation of the axis of symmetry of (3) L2
f that has a negative gradient.
3.20.9 Determine the coordinate of R' , (6) L4
The image of R about the line determined in
QUESTION 3.15.8
[19]

3.21 DBE NOV 2016

The sketch below is the graph of 3.21.1 Show that the equation of f is f ( x) = 2.(3) x +1 + 2. (3) L3
f ( x) = 2.b x +1 + q. 3.21.2 Calculate the y-coordinate of the point B. (1) L2
The graph of f passes through the points 3.21.3 Determine the average gradient of the curve (2) L2
A(1; 20) and B(-1; y). The line y = 2 is between points A and B.
an asymptote of f. 3.21.4 A new function h is obtained when f is reflected (2) L
about its asymptote.
(a) Determine the coordinates of A', the (2) L2
image of A which lies on h.
(b) Write down the range of h. (1) L1
(c) Determine the equation of h. (4) L4
3.21.5 The graph of f has undergone a transformation to
obtain g ( x) = 2.(3) x .
(a) Describe the transformation that f has (2) L2
undergone in words.
(b) Hence, determine the range of g (1) L1
[9]

21
Mathematics KZN-GRADE Gr 11 Revision 2024
3.22 KZN JUNE 2022
1
x 3.22.1 Write down the equation of the asymptote of h. (1) L1
Given: h( x) =   + 4 3.22.2 Draw a sketch of h, clearly indicating the asymptote and (3) L2
3
intercept with the axis.
3.23 DBE NOV 2017
−3 3.23.1 Determine f (−3). (1) L1
Given: f ( x) = +1
x+2 3.23.2 Determine x if g ( x) = 4. (2) L2
and 3.23.3 Write down the asymptotes of f. (2) L1
g ( x) = 2− x − 4.
3.23.4 Write down the range of g. (1) L1
3.23.5 Determine the coordinates of the x- and y- intercepts of f. (5) L3
3.23.6 Determine the equation of the axis of symmetry of f which (2) L2
has a negative gradient.
Leave your answer in the form y = mx + c.
3.23.7 Sketch the graphs of f and g on the same system of axes. (6) L2
Clearly show ALL intercepts with the axes and asymptotes.
3.23.8 If it is further given that f (−1) = g (−1), (2) L4
Determine the values of x for which
g ( x)  f ( x).
3.24
Sketched below is the graph of 3.24.1 Write down the value of p. (1) L1
−3 3.24.2 Prove that the value of q = 5. (2) L2
f ( x) = + q . The asymptote of f
x+ p 3.24.3 Calculate the x-intercept of f . . (2) L2
intersect at B ( −1; y ) and B ( 5; 4,5) is a 3.24.4 Write down the equation of the vertical asymptote (2) L2
point on f. of h, if h( x) = f ( x + 4 ) .
3.24.5 One of the axes of symmetry of f is an increasing (3) L2
function. Determine the equation of this axis of
symmetry.
3.24.6 Determine the values of x for which f ( x)  x + 6. (2) L3
[12]

3.25
Draw the graphs of the following 3.25.1 −3 (4) L2
f ( x) = + 1 and g ( x) = − x 2 + 3x + 4
functions, clearly indicating all 3− x
intercepts (x and y) on the same system 3.25.2 f ( x) = 2 x + 1 and t ( x) = −2 x − 5 (4) L2
of axes
3.25.2 g ( x) = 4 − x 2 and f ( x) = −2 x + 2 (4) L2
3.25.3 1
x (4) L2
g ( x) =   and g ( x) = − x 2 − 1
5
3.25.4 j ( x ) = 3− x and g ( x) = 2 x 2 − 4 x − 6 (4) L2
[16]

22
Mathematics KZN-GRADE Gr 11 Revision 2024

TOPIC 4. FINANCE, GROWTH AND DECAY

GUIDELINES, SUMMARY NOTES, & STRATEGIES
TERMINOLOGY:
• Inflation – refers to the rate at which prices of goods and services increase over time.
• Population Growth – refers to the increase in the number of individuals in population over time.
• Reducing Balance – is the method of depreciation that is calculated at a fixed percentage rate of
the book value of the assets.
• Simple growth- refers to a type of growth that is calculated on the initial/original amount of
investment or population.
• Simple decay – refers to whereby the value of an asset is reduced by a constant amount each year,
which is calculated on the initial amount.
• Compound growth- refers to a type of a growth that is calculated on every year amount of
investment or population based on recent accumulation.
• Compound decay - refers to a type of a growth that is calculated on every year amount of
investment or population based on recent depreciations.
• Nominal interest rate is the quoted annual interest rate (this interest rate excludes the effect of
inflation on price).
• Effective interest rate – refers to the actual rate of interest that is obtained.
• Book value – Refers to the value of an item after depreciation has taken place.
• Scrap value – Refers to the value of an item after its useful life.

SIMPLE GROWTH AND COMPOUND GROWTH ( A  P )

A → Final amount. P → P amount. i → Interest rate. n → Period.
Simple growth Compound growth
A = P (1 + i  n ) A = P (1 + i )
n

SIMPLE AND COMPOND DECAY ( A  P )

• Simple decay is associated with a decreasing STRAIGHT-LINE graph over years and is also
called linear depreciation method.
• Compound decay is associated with a decreasing EXPONENTIAL graph and is also called
reducing balance method.
A → Final amount P → Principal amount i → Interest rate n → Period

Linear depreciation method Reducing balance method

A = P (1 − i  n ) A = P (1 − i )
n

23
Mathematics KZN-GRADE Gr 11 Revision 2024
DIFFERENT COMPOUNDING PERIODS
In grade 11, it is possible to earn interest anytime so when interest is not earned once a year, in formula,
we need to adjust i and n to match with given compounding periods. The table below shows different
compounding periods.

Compoundi Annually Half-yearly Quarterly Monthly Weekly

ng periods (every (every 6 (every 3 (every 12 (every 52
year) months) month) months) weeks)
Value to be
used m =1 m=2 m=4 m = 12 m = 52
Interest rate i i i i
i
2 4 12 52
Period
(number of n 2n 4n 12n 52n
periods)
A → Final amount P → Principal amount i → Interest rate n → Period
Compound Compound decay
growth

mn mn
 i   i 
A = P 1 +  A = P 1 − 
 m  m
These above formulas can also be used for sake of convenience to learners.
NOMINAL AND EFFECTIVE INTEREST
• Effective interest rate is noticed where compounding period is taken into consideration.
The stated period and compounding period are the same.
• Nominal interest rate is an annual rate which financial institutions quote.
To determine the annual effective rate, we use the following formula:
m
 i 
1 + ieff = 1 + nom  ieff = effective interest rate m = compounding periods
 m 
inom = Nominal interest rate
When working with different compounding periods use the formula:
n m
 inew   inew 
1 +  = 1 + 
 n   m 
TIMELINES
• Timelines are useful in financial Mathematics when there are several deposits and withdrawals,
as well as possible changes in interest rates.
• Timelines provides a visual summary of all the information in an investment fund.

REVISION QUESTIONS
Simple growth and compound growth
4.1 Nomzamo wants to invest R1000 in a savings account. This type of an account will give (2) L1
10% p.a. simple interest. How much money will Nomzamo have after 5 years?
4.2 A large aviary keeps birds. There were 250 birds 3 years ago. Recently the birds are (2) L2
316. What was the compounded population growth (in % form).

24
Mathematics KZN-GRADE Gr 11 Revision 2024
4.3 Nhlathi invested R20 000 for 36 months at an interest rate of x% p.a. compounded (2) L2
annually. His final amount after 3 years was R26 620. Calculate the interest rate, to the
nearest whole number.
4.4 Yoli wishes to receive R120 000 in 3,25 years’ time. How much money must she invests (3) L3
in an account that offers 8% p.a. compounded monthly.
4.5 A school buys tablets at a total cost of R140 000. If the average rate of inflation is 6,1% (3) L3
per annum over the next 4 years, determine the cost of replacing these tablets in 4 years’
time.

Simple and compound decay

4.6 Mrs Smith bought a second hand car with R250 000 and the car depreciates at 13% p.a. (2) L1
compounded annually. Determine the scrap value of the car in 8 years’ time.
4.7 An amount of a construction vehicle worth of R150 000 after 6 years’ time, depreciated (3) L2
at 12,5% p.a. on the straight-line method. Determine the cost price of vehicle.
4.8 A business installs a server for R500 000. The value of the server depreciates at 20% per (3) L1
annum according to the diminishing-balance method. Calculate the scrap value of the
server at the end of 6 years.
4.9 A car, costing R198 000 has a book value of R102 755, 34 after 3 years. If the value of (4) L2
the car depreciates at r % p.a. on a reducing balance, calculate r .

Different compounding periods

4.10 How much will R25 000 worth in 6 years’ time in an account that offers 14% p.a. (3) L2
compounded monthly?
4.11 How much will Qiniso receive in 3 years if he:…
(a) invests R2000 in an account that offers 12% p.a. compounded monthly? (2) L2
(b) invests R8 050 in an account that offers 14,25% p.a. compounded quarterly? (3) L3
(c) invests R452 000 in an account that offers 9,5% p.a. compounded half-yearly? (3) L3

Nominal and effective interests

4.12 Convert 18% p.a compounded half-yearly to an effective interest rate. (2) L2
4.13 Convert the following effective interest rates to nominal interest rates.
(a) 8,5% p.a. to be compounded monthly. (2) L2
(b) 33% p.a. to be compounded bi-annually. (2) L3
4.14 Calculate the effective interest rate if the interest rate is 9,8%, compounded monthly. (2) L2
4.15 Determine the effective interest rate if an investment earns interest at a nominal interest (3) L2
rate of 11,5% per annum, compounded quarterly.
4.16 An investment earns interest at a rate of 7% per annum, compounded semi-annually. (3) L3
Calculate the effective annual interest rate on this investment.

Timelines
4.17 A savings account is opened with a deposit of R9 400 and two years later a further R5 (5) L4
800 is added to the savings account. Five years after the saving account was opened,
another R12 600 is deposited into the account. One year after this, R1 500 is withdrawn.
The interest paid on the savings is 9% p.a. compounded monthly. Calculate the total
amount saved at the end of the nine years.

25
Mathematics KZN-GRADE Gr 11 Revision 2024
4.18 A savings account was opened with an initial deposit of R24 000. 18 months later (4) L3
R7 000 was withdrawn from the account. Calculate how much money will be in the
savings account at the end of 4 years if the interest rate was 10,5% p.a. compounded
monthly.
4.19 Siyabonga deposited R25 000 into a savings account with an interest rate of 18% p.a, (6) L4
compounded monthly. Siyabonga withdrew R8 000 from the account 2 years after
depositing the initial amount. He deposited another R4 000 into this account 3 1 years
2
after the initial deposit. What amount will Siyabonga have 5 years after making the
initial deposit in this account?
MIXED QUESTIONS
4.20 A machine costs R25 000 in 2016. Calculate the book value of the machine after 4 years (3) L2
if it depreciates at 9% p.a according to the reducing balance method.
4.21 Exactly 8 years ago, Tashil invested R30 000 in an account earning 6,5% per annum,
compounded monthly.
(a) How much will he receive if he withdraws his money today? (3) L2
(b) Tashil withdrew R10 000 three years after making the initial deposit and re-invested (5) L4
R10 000 five years after making the initial deposit.
Calculate the difference between the final amount Tashil will now receive after
eight years and the amount he would have received had there not been any
transactions on the account after the initial deposit.
4.22 A company buys a front-end loader at a cost of R1 800 000. The book value of the (5) L2
loader at the end of 4 years is R720 000. Calculate the annual rate of depreciation on the
reducing balance method.
4.23 At what annual percentage interest rate, compounded quarterly, should a lump sum be (5) L3
invested in order for it to double in 6 years?
4.24 Nhlanhla made an initial deposit of R20 000 into an investment account that paid interest
at the rate of 7,2% p.a., compounded quarterly. After two years, the interest changed to
7,8% p.a compounded monthly. Four years after his initial deposit, Nhlanhla withdrew
R2 500 from his investment.
(a) Calculate how much Nhlanhla had in this investment account two years after the (3) L3
initial deposit was made?
(b) How much will the investment be worth 7 years after the initial deposit was made? (4) L3

26
Mathematics KZN-GRADE Gr 11 Revision 2024

TOPIC 5. PROBABILITY
GUIDELINES, SUMMARY NOTES, & STRATEGIES
20  3
• Mark Weighting : Term 3 common test,
75
25  3
: November final paper,
150
n (E)
• P (A) = , where 0  P  1 . This simple means that probability cannot be negative or above 1.
n ( S)
• General formula: P ( A or B) = P ( A ) + P ( B ) − P ( A and B ) , where ‘A and B’ are the events that
happen at the same time.
• Complimentary events: P ( A ) + P ( not A ) = 1 . It simple means that event A and not A cannot happen
at the same time.

• Mutually Exclusive Events: P ( A or B) = P ( A ) + P ( B) . Event A and B cannot happen at the same

time.
Events A and B are said to be disjoint.

• Not Mutually Exclusive Events: P ( A and B)  0

• Independent events: The outcome of the second event is not affected by the outcomes of the first
event. For independent event:
P ( A and B) = P ( A ) .P ( B )
P ( A or B) = P ( A ) + P ( B) − P ( A and B )
P ( A or B) = P ( A ) + P ( B ) − P ( A ) .P ( B )

27
Mathematics KZN-GRADE Gr 11 Revision 2024

Mutually Exclusive And Independent Events

DBE Nov 2016 (Gr 11, Q 9.1 )

5.1 Given: P ( A ) = 0, 2
P ( B ) = 0,5
P ( A or B ) = 0, 6 where A and B are two different events.
5.1.1 Calculate P ( A and B) . (2) L1
5.1.2 Are events A and B independent? Show your calculations. (3) L2

DBE Nov 2015 (Gr 11, Q 9.1 )

5.2 Given: P ( A ) = 0, 6
P ( B) = 0,3
P ( A or B ) = 0,8 where A and B are mutually exclusive events.
Are events A and B mutually exclusive? Justify your answer with appropriate calculations
and/or a diagram. (4) L2

DBE Nov 2018 (Gr 11, Q 9.2 )

5.3 For any two events, A and B, it is given that P ( A and B) = 0,12 ; P ( A or B) = 0,83 and

P ( B) = 4P ( A ) .
5.3.1 Are events A and B mutually exclusive? Justify your answer. (1) L1
5.3.2 Calculate P ( B) . (4) L2
5.3.3 Calculate P ( not A ) (2) L2

DBE Nov 2014 (Gr 11, Q 11)

5.4. Given: P ( A ) = 0,12
P ( B ) = 0,35
P ( A or B) = 0, 428
Determine whether events A and B are independent or not. Show ALL relevant calculations
used in determining the answer. (4) L2

DBE Nov 2018 (Gr 12, Q 12.1)

5.5 Given: P ( A ) = 0, 45 ; P ( B) = y and P ( A or B) = 0, 74
Determine the value(s) of y if A and B are mutually exclusive. (3) L3

DBE Nov 2015 (Gr 12, Q 11.1)

5.6 For two events, A and B, it is given that:
P ( A ) = 0, 2
P ( B ) = 0, 63
P ( A and B ) = 0,126
Are events, A and B, independent? Justify your answer with appropriate calculations. (3) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024

Contingency Tables
KZN Sep 2016 (Gr 11, Q 1)
5.7 A travel agent did a survey amongst his clients as to which type of holiday they prefer.
The table below shows the results of this survey.
GAME RESERVE SEA DRAKENSBERG TOTAL
MALE 250 70 a 500
FEMALE 150 b 160 c
TOTAL d 170 e 910
5.7.1 Write down the values of a , b , c , d and e . (2) L1
5.7.2 If a client is selected at random, what is the probability that this client will:
(a) prefer visiting a game reserve? (1) L1
(b) be a female? (1) L1
(c) be a female and prefer visiting a game reserve? (1) L1
(d) be a female or prefer visiting a game reserve? (2) L2
5.7.3 Consider the following two events:
Event A: a client is a female
Event B: a client prefers visiting a game reserve when going on holiday.
Are events A and B independent? Motivate your answer with the necessary calculations. (3) L3
DBE Nov 2018 (Gr 11, Q 9.1)
5.8 On a flight, passengers could choose between a vegetarian snack and chicken snack. The
snacks selected by the passengers were recorded.

SNACK MALE FEMALE TOTAL

VEGETARIAN 12 20 32
CHICKEN 55 63 118
TOTAL 67 83 150

Was the choice on snacks of this flight independent of gender? Motivate your answer with the (5)
necessary calculations. L3
DBE Feb/ March 2016 (Gr 12, Q10.1)
5.9 Each passenger on a certain Banana Airways flight chose exactly one beverage from tea, coffee
or fruit juice. The results are shown in the table below.
MALE FEMALE TOTAL
Tea 20 40 60
Coffee b c 80
Fruit juice d e 20
TOTAL 60 100 a
5.9.1 Write down the value of a . (1) L1
5.9.2 What is the probability that a randomly selected passenger is a male? (2) L1
5.9.3 The events of a passenger choosing coffee and being a male are independent of being a
male, calculate the value of b . (4) L3

29
Mathematics KZN-GRADE Gr 11 Revision 2024

Adapted From June 2018 (Gr 12, Q 11)

5.10 A survey on the preference of exercise was conducted among 140 people in two age groups.
The information is summarized below.
AGE TENNIS RUNNING GYM TOTAL
35 years and younger a 28 c 80
older than 35 years b 21 d 60
TOTAL 21 49 70 140
5.10.1 Calculate the probability that an older than 35 years person prefers running. (2) L1
5.10.2 The event of preferring to play tennis and age are independent of each other, calculate
the value of a . (4) L3

Venn Diagrams
DBE Nov 2017 (Gr 12, Q 10)
5.11 A survey was conducted among 100 grade 12 learners about their use of Instagram (I), Twitter
(T) and WhatsApp (W) on their cellphones. The survey revealed the following:
• 8 use all three.
• 12 use Instagram and Twitter.
• 5 use Twitter and WhatsApp, but not Instagram.
• x use Instagram and WhatsApp, but not Twitter.
• 61 use Instagram.
• 19 use Twitter.
• 73 use WhatsApp.
• 14 use none of these applications.
5.11.1 Draw a Venn diagram to illustrate the information. (4) L2
5.11.2 Calculate the value of x . (2) L2
5.11.3 Calculate the probability that a learner, chosen randomly, uses only ONE of these
applications. (2) L2
DBE Nov 2011 (Gr 12, Q 6)
5.12 Complaints about a restaurant fell into three main categories: the menu (M), the food (F) and
the service (S). In total 173 complaints were received in a month. The complaints were as
follows:
• 110 complained about the menu.
• 55 complained about the food.
• 67 complained about the service.
• 20 complained about the menu and the food, but not the service.
• 11 complained about the menu and the service, but not the food.
• 16 complained about the food and the service, but not the menu.
• The number who complained about all three is unknown.
5.12.1 Draw a Venn diagram to illustrate the above information. (6) L2
5.12.2 Determine the number of people who complained about ALL THREE categories. (3) L2
5.12.3 Determine the probability that a complaint selected at random from those received,
complained about AT LEAST TWO of the categories (that is menu, food and service). (3) L3

30
Mathematics KZN-GRADE Gr 11 Revision 2024

DBE Exemplar 2013 (Gr 11, Q 12.1)

5.13 A group of 33 learners was surveyed at a school. The following information from the survey is
given:
• 2 learners play tennis, hockey and netball
• 5 leaners play hockey and netball
• 7 learners play hockey and tennis
• 6 learners play tennis and netball
• A total of 18 learners play hockey
• A total of 12 learners play tennis
• 4 learners play netball ONLY
5.13.1 A Venn diagram representing the survey results is given below. Use the information
provided to determine the values of a , b , c , d and e .

(5) L2
5.13.2 How many of these learners do not play any of the sports on the survey (that is netball,
tennis or hockey)? (1) L1
5.13.3 Write down the probability that a learner selected at random from this sample plays
netball ONLY. (1) L1
5.13.4 Determine the probability that a learner selected at random from this sample plays
hockey or netball. (1) L2
KZN Sep 2023 (Gr 12, Q 12)
5.14 A group of 40 people was asked which bus company they liked to travel by: Elto, Greybound
or Translucky bus company.
• 3 people liked travelling by all 3 bus companies.
• 7 people liked to travel by Trunslucky and Elto.
• 3 people did not like using any of the bus companies.
2
• The probability of a randomly selected person liking to travel by Greybound and Elto is .
5
• The probability of a randomly selected person liking to travel by Greybound and
1
Translucky is .
5
1
• The probability of a randomly selected person liking to travel by Translucky only is .
10
13
• The probability of a randomly selected person liking to travel by Elto is
.
20
The partially completed Venn diagram drawn below represents the given information.

31
Mathematics KZN-GRADE Gr 11 Revision 2024

5.14.1 Use the given information to determine the values of a , b , c , d and e . (5) L3
5.14.2 How many people like to travel by Greybound bus company? (1) L2
5.14.3 Calculate the probability of randomly selected person liking to travel by only one bus
company. (2) L2
Tree Diagrams
DBE Exemplar 2014 (Gr 12, Q 11.2)
5.15 Two identical bags are filled with balls. Bag A contains 3 pink and 2 yellow balls. Bag B contains 5
pink and 4 yellow balls. It is equally likely that Bag A or Bag B is chosen. Each ball has an equal
chance of being chosen from the bag. A bag is chosen at random and a ball is then chosen at random
from the bag.
5.15.1 Represent the information by means of a tree diagram. Clearly indicate the probability
associated with each branch of the tree diagram and write down all the outcomes. (4) L2
5.15.2 What is the probability that a yellow ball will be chosen from Bag A? (1) L1
5.15.3 What is the probability that a pink ball will be chosen? (3) L3
DBE Feb/ March 2017 (Gr 12, Q 11)
5.16 The success rate of the Fana soccer team depends on a number of factors. The fitness of the player is
one of the factors that influence the outcome of the match.
• The probability that all the players are fit for the next match is 70%.
• If all the players are fit to play the next match, the probability of winning the next match is 85%.
If there are players that are not fit to play the next match, the probability of winning the match is 55%.
Based on fitness alone, calculate the probability that the Fana soccer team will win the next
match. (5) L3
FS Sep 2018 (Gr 12, Q 11.2)
1
5.17 The probability that it will be sunny tomorrow is . If it is sunny, the probability that Pitso
3
4 2
plays soccer is . If it is not sunny, the probability that Pitso plays soccer is . Determine the
5 5
probability that Pitso does not play soccer. (4) L3
DBE Nov 2015 (Gr 12, Q 11,3)
5.18 There are t orange balls and two yellow balls in a bag. Craig randomly selects one ball from the bag,
records his choice and returns the ball to the bag. He then randomly selects a second ball from the bag,
records his choice and returns it to the bag. It is known that the probability that Craig will select two
balls of the same colour from the bag is 52%.
Calculate how many orange balls are in the bag. (6) L4

32
Mathematics KZN-GRADE Gr 11 Revision 2024

KZN Nov 2023 (Gr 11, Q 9.2)

5.19 A picnic basket contains x apples and 8 bananas. A fruit is selected at random and eaten.
Thereafter, another fruit is selected at random and eaten. The probability of selecting two
48
different fruits, in any order, in the first two selections is .
95
Calculate the total number of apples in the basket. (5) L4
DBE Exemplar 2013 (Gr 11, Q 12.2)
5.20 In all South African schools, EVERY learner must choose to do either Mathematics or Mathematical
Literacy. At a certain South African school, it is known that 60% of the learners are girls. The
probability that a randomly chosen girl at the school does Mathematical Literacy is 55%. The
probability that a randomly chosen boy at school does Mathematical Literacy is 65%.
Determine the probability that a learner selected at random from this school does Mathematics. (6) L3
EC Sep 2022 (Gr 12, Q 11)
5.21 A bag contains only two colours of tennis balls, red and green, in the ratio 1:3. Two balls are
picked at random, one after the other, without replacement. The probability of picking first red
1 (5) L4
a red ball and second green ball is . Calculate the number of balls in the bag.
5

33
 Mathematics KZN-GRADE Gr 11 Revision 2024

TOPIC: 6. STATISTICS
GUIDELINES, SUMMARY NOTES, & STRATEGIES
• Histograms
• Frequency polygons
• Ogives (cumulative frequency curves)
• Variance and standard deviation of ungrouped data
• Symmetric and skewed data
• Identification of outlier
Terminology:
• Discrete data – Data that can have definite values and usually collected by counting objects (for example,
number of cars, value on a dice)
• Continuous data – Data that can have any value and collected by measurement given to a suitable degree
accuracy (weight, height, time).
• Sample – data is collected on a specified set from a large group of elements.
• Ungrouped data – A set of random data elements gathered for analysis.
• Grouped data – Data elements aggregated into different classes, groups, or intervals.

Measures of central tendency – Single numbers around which all data items seem to be spread.
• The Mean (Average) – The sum of all the data values divided by the number of data values.
x=
 x or xest =  f .x , 𝑤ℎ𝑒𝑟𝑒 𝑓 𝑖𝑠 𝑡ℎ𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑎𝑛𝑑 𝑥 𝑖𝑠 𝑡ℎ𝑒 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑙𝑎𝑠𝑠 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙
n f
• The Median – the middle value after the data set has been arranged in ascending order.
𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑚𝑒𝑑𝑖𝑎𝑛 Q = 1 (n + 1)
2
2
• The Mode – The most common number or value that occurs the most often. The mode is the vale with the
highest frequency.
Measures of dispersion – numbers that describe the spread of the data
• The Range – The difference between the maximum and the minimum data values in a given data set
• The Inter-Quartile-Range (IQR) – is the difference between the third and first quartiles i.e.
IQR = Q 2 − Q1
• Standard Deviation (  ) – is a measure of how dispersed data is around the mean. The square of the
standard deviation is the variance (  2 )
Quartiles – numbers that divide the data into quarters in an ordered data set.
• Lower quartile, (Q1), is the data item below which a quarter of the data lies in an ordered data set.
1
Position of the lower quartile Q1 = (n + 1)
4

•Upper Quartile (Q3) – is the data item above which a quarter of the data lies in an ordered data set
3
position of the upper quartile Q3 = (n + 1)
4
FIVE NUMBER SUMMARY – Five numbers that separate a data set into quarters
1. Minimum value
2. Lower Quartile (Q1)
3. Median (Q2)
4. Upper quartile (Q3)
5. Maximum value.

34
 Mathematics KZN-GRADE Gr 11 Revision 2024
Box-and-whisker Diagram/Plot (drawn using the five number summary)
• When analysing the distribution of data in a given set:
• If mean = median, the distribution is symmetric
• If mean > median, then the distribution is positively skewed.
• If mean < median, then the distribution is negatively skewed.

Negatively skewed (Skewed left) Symmetric Positively Skewed (Skewed right)

mean < median mean = median mean > median

• In a symmetrical data set approximately 68% of the data will fall within one standard deviation of the mean
• Outliers – data items that are a lot bigger or smaller than the rest of the elements in the data set.
They are determined as follows:
• Lower outliers are numbers < Q1 – 1.5 × IQR
• Upper outliers are numbers > Q1 + 1.5  IQR

Graphical representations:
• Histogram – represents grouped as condensed bars whose widths and length represents class intervals and
frequency respectively.
• Ogive (Cumulative Frequency Curve) – an S-shaped smooth curve drawn by drawn by plotting upper limits
of class intervals of a grouped data against cumulative frequency of the set.

ACTIVITIES
Grade 11 SEPT 2022 (KZN)
6.1 The data below shows the distance (in kilometres) travelled by cyclists on each day of a twelve-
day cycle:
82 89 94 100 114 121
123 128 128 132 135 140
Determine:
6.1.1 The mean distance travelled per day (2) L1
6.1.2 The standard deviation of the data (1) L1
6.2 On how many days do the cyclists travel a distance that is outside of one standard
deviation from the mean? Show all your calculations. (3) L2
The 5-number summary for the data is as follows:
(82 ; 97 ; 122 ; 130 ; 140).
6.2.1 Draw a box-and-whisker diagram for this set of data. (3) L1
6.2.2 Comment on the skewness of the data. (1) L1
6.3 Before the start of each day’s section of the tour, the cyclists had an additional warmup ride of
𝑥km. If this is also taken into account, write down, in terms of 𝑥 (where applicable)
6.3.1 the mean distance travelled per day (2) L3
6.3.2 the standard deviation (1) L2
[13]

35
 Mathematics KZN-GRADE Gr 11 Revision 2024

6.4 A street vendor has kept a record of sales for November and December 2007. The daily sales in Rand is
shown in the histogram below.

6.4.1 Complete the cumulative frequency table for the sales over November and December. (3) L2
6.4.2 Draw an ogive for the sales over November and December. (3) L2
6.4.3 Use your ogive to determine the median value for the daily sales. (1) L1
6.4.4 Estimate the interval of the upper 25% of the daily sales.. (2) L2
[09]
BDE NOVEMBER 2020(2) (GRADE 12)
6.5 Learners from various schools wrote an aptitude test in order to qualify for a bursary. Their
marks (as a percentage) are represented in the ogive (cumulative frequency graph) below:
OGIVE

6.5.1 How many learners wrote the test? (1) L1

6.5.2 Write down the modal class of the data. (1) L2
6.5.3 The minimum mark to qualify for a bursary is 75%. How many learners qualified for a
bursary? (2) L2

36
 Mathematics KZN-GRADE Gr 11 Revision 2024

The table below shows the marks that 15 learners from one particular school obtained in the
aptitude test.
Marks (as a %) 62 58 78 85 74 48 74 84 100 46 80 92 60 90 92
Calculate the:
6.5.4 mean mark obtained by these learners. (2) L1
6.5.5 standard deviation of these learners' marks. (1) L1
6.5.6 number of these learners whose marks lie more than one standard deviation above the
mean. (2) L2
6.5.7 The final Grade 11 marks (as a percentage) obtained by a group of learners was
analysed. The one standard deviation interval about the mean was calculated as
(82,7 ; 94,1). Calculate the standard deviation for the final Grade 11 marks. (3) L3
[12]
NW MATHS GRADE 12 SEPT 2022
6.6 A survey was conducted among a number of learners who were using the same
cellphone company to establish the number of WhatsApp messages that they
sent during a day. The results were summarised in the partially completed
cumulative frequency graph (ogive) below.

Cumulative Frequency Graph (Ogive)

Number of WhatsApp messages sent during a day

The data shown in the cumulative frequency graph is also summarised in the partially completed
frequency table below:
WhatsApp messages sent Frequency
40  x  80 20

80  x  120 30
120  x  160 Q
160  x  200 R
200  x  240 100
240  x  280 90
280  x  320 60

37
 Mathematics KZN-GRADE Gr 11 Revision 2024

6.6.1 Write down the value of A, a marked point on the horizontal axis of the cumulative
frequency curve. (1) L1
6.6.2 How many learners participated in this survey? (1) L1
6.6.3 Calculate the values of Q and R, the frequencies in the frequency table above. (3) L2
6.6.4 Estimate the mean number of WhatsApp messages sent per day. (2) L3
6.6.5 Calculate the interquartile range. (3) L3
6.6.6 The cellphone company wants to introduce a new rule where you are not allowed to send
more than 200 WhatsApp messages per day. If this rule is applied to this group of learners
on the existing data, how would the standard deviation for the data be affected? Motivate
your answer. (2) L4
[10]

MP GRADE 12 TRIAL EXAM 2023 P2

6.7 The table below shows the masses (in kg) of 15 randomly chosen weight lifters of a certain
gymnasium.
71 83 88 91 92 92 95 97 104 108
109 110 111 115 129
6.7.1 Calculate the mean mass of the weight lifters. (2) L1
6.7.2 Calculate the standard deviation of the masses of the weight lifters. (1) L1
6.7.3 What percentage of weight lifters fall in the feather weight division, if the criteria is that
your mass must be below one standard deviation below the mean? (3) L2
6.7.4 If all the weight lifters lose 3kg, what will be the new:
(a) mean mass of the weight lifters (1) L2
(b) standard deviation of the masses (1) L3
[08]

MP GRADE 12 TRIAL EXAM 2023 P2

6.8 The box-and-whisker plots show the wages of workers (in Rand) at two companies for the same
work. Both companies have 20 workers.

6.8.1 State whether the following statement is TRUE or FALSE:

All the workers at Company A earn more than 25% of the workers at Company B. (1) L4
6.8.2 Comment on the skewness of the data for company B (1) L1
6.8.3 Which company has the biggest range? Motivate your with the necessary calculations (2) L3
6.8.4 How many workers at company B earn more than R200? (2) L3
[14]

38
 Mathematics KZN-GRADE Gr 11 Revision 2024
6.9 The following table represents the heights, in centimetres, of 120 boys in a school.
HEIGHT (cm) FREQUENCY CUMULATIVE
FREQUENCY
150  x  155 4 4
155  x  160 22 A
160  x  165 56 82
165  x  170 32 114
170  x  175 6 B
6.9.1 Complete the cumulative frequency table ABOVE by writing down the value of A and B. (2) L1
6.9.2 Draw an ogive, to represent the information in the table. (4) L2
6.9.3 Determine, using the ogive, the five number summary. (5) L2
6.9.4 If the distribution of the data is represented by means of a box and whisker diagram,
comment on the spread of the data. (1) L1
[12]
6.10 The following is a sample of weekly wages earned by ten people working for a small printing and
design company
R2 250 R2 250 R3 000 R3 300 R3 300
R3 600 R3 900 R4 350 R4 350 R5 250
6.10.1 Calculate the mean weekly wage. (2) L2
6.10.2 Calculate the standard deviation of the weekly wage. (1) L2
6.10.3 Determine the percentage of workers which lie within ONE standard deviation of the mean. (4) L3
[07]
6.11 A group of learners wrote a standardised English test that was scored out of 60. The results were
represented in a cumulative frequency graph below.

6.11.1 How many learners wrote the test? (1) L1

6.11.2 How many learners scored at least 20 out of 60? (2) L2
6.11.3 Using the graph, estimate the median test score. (2) L2

39
 Mathematics KZN-GRADE Gr 11 Revision 2024
6.11.4 Complete the frequency table below.
Marks obtained Frequency
0 < x ≤ 10
10 < x ≤ 20
20 < x ≤ 30
30 < x ≤ 40
40 < x ≤ 50
50 < x ≤ 60
(5) L2

6.11.5 Write down the modal group. (1) L1

[11]
6.12 Five data values are represented as follows: 2k ; k + 1 ; k + 2 ; k – 3 ; 2k – 2
6.12.1 If the mean of the data set is 15, show that k = 11. (3) L2
6.12.2 Calculate the standard deviation for this data, rounded off to one decimal place (2) L
6.12.3 If t units is subtracted from each data value in the set, without further calculation, explain
how the mean and standard deviation would be affected in terms of t. (2) L3
[07]

6.13 The box-and-whisker diagram below shows the distribution of the September examination marks
of a group of 24 boys in Grade 11. The median is 84 and the mean is 87.

6.13.1 How many boys scored more than 105? (2) L2

6.13.2 In which direction are the marks skewed? (1) L1
6.13.3 Calculate the range of the data. (2) L1
6.13.4 On checking the answer book of the candidate who scored 127, an adding error is
discovered and his mark is changed to 147. Determine the resulting value of the following
measures:
(a) The median (1) L2
(b) The mean (2) L3
[07]
KZN JUNE P2 (2023)
6.14 Seven scores for a test out of 50 marks were recorded. However, when recording the data, the
statistician had some difficulty with his computer. He listed the following conditions that he had
remembered.
Scores a b c d e f g
• Maximum Value is 42
• Range is 35
• Median is 23
• The difference between the median and the upper quartile is 14
• The Inter-Quartile Range is 22
• e = 2c
• The mean is 25.

Determine the values of the scores. (Show all workings) (10) L3

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 Mathematics KZN-GRADE Gr 11 Revision 2024

6.15 The box and whisker diagrams below show the Mathematics results of class A and class B in the
June Examination. It is also given that class B has a Median of 65%.

6.15.1 Which class had the top learners? (1) L1

6.15.2 Determine which class had the greatest Inter Quartile Range (IQR). (1) L1
6.15.3 What percentage of class A scored lower than 55%? (1) L2
6.15.4 If all the learners in class A were given an extra 5%, what would happen to the standard (1)
deviation of the marks in class A? L3
6.15.5 Determine the semi-interquartile range of class B. (1) L2
[05]

6.16 Learners at Phambili High School travel from three different neighbourhoods, Neighbourhood A,
B and C. The table below shows the number of learners from each neighbourhood, and their mean
travelling times from home to school.

Neighbourhood A B C
Number of learners 135 225 200
Mean travelling time (in min) 24 32 𝑥

The mean travelling time for learners in Neighbourhood C is the same as the mean travelling time
for all 560 learners
Calculate the mean travelling time for Neighbourhood C (4) L4
[04]

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Mathematics KZN-GRADE Gr 11 Revision 2024
TOPIC 7. ANALYTICAL GEOMETRY
GUIDELINES, SUMMARY NOTES, & STRATEGIES
Analytical Geometry is the Geometry on the Cartesian plane,
➢ It is an algebraic approach to the study of Geometry “using coordinates”.

In this topic, we will address the following concepts:

➢ The distance between two points (length of a line segment).
➢ The midpoint of a line segment.
➢ The gradient of a line.

Consider the Cartesian Plane:

y

2ND QUADRANT 1st QUADRANT

(0; y)
(+;+)

( ;+) P( x; y) Given just

coordinates.
x
Origin(0;0) ( x;0) Draw a
rough
sketch.
( ; ) (+; )

3RD QUADRANT 4TH QUADRANT

• Every point on the y – axis has x 0

• Every point on the x - axis has y 0
• In analytical geometry we represent geometric figures on the Cartesian plane and use coordinates of
points to derive and prove important facts about these figures.

• Properties of triangles
REMEMBER!!! • Pythagoras theorem
• Properties of Quadrilaterals
• Areas and perimeters of basic polygons

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Mathematics KZN-GRADE Gr 11 Revision 2024
Formulae:

1. The distance between two points:

➢ The formula to calculate the distance /length of a line segment between points A and B, is given by:

AB ( xA xB ) 2 ( yA yB ) 2

2. The midpoint of a line segment

➢ The midpoint of a line segment when given the coordinates of two points is given by:

xA xB y A yB
m ,
2 2

➢ When given the midpoint and required to calculate the coordinate the formula is given by:

xA yB yA yB
x ; y
2 2

3. The gradient of a line:

➢ The gradient of a line is given by:

yB − y A
mAB =
xB − xA

More about gradient:

Parallel Lines Perpendicular Lines Collinear Points Horizontal Line Vertical Line

m1 = m2 m1  m2 = −1 mPQ = mQR = mPR m=0 m is undefined

3. THE INCLINATION OF A LINE: m = tan 

• The angle of inclination is 0    180

• Positive gradients (m) have an angle of inclination 0    90 (Acute angle)

• Negative gradients have an angle of inclination 90    180 (Obtuse angle)

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Mathematics KZN-GRADE Gr 11 Revision 2024

2. EQUATION OF A LINE: y − y1 = m ( x − x1 ) OR y = mx + c / y = ax + q

Determine equation of a line when given:

• The gradient and the y-intercept
• The gradient and one point on the line
• Line passing through two points
• Line through one point and parallel or perpendicular to a given line

ACTIVITIES
DBE/NOVEMBER 2019
7.1 In the diagram, A ( 2; 2) , B ( 4; 6) , C (4; 2) and D (6; y ) are the vertices of a quadrilateral
having AE//BC. D lies on BC such that AD ⊥ BC and AC is drawn. M ( x; 2) is a point on EC.

7.1.1 Calculate the gradient of BC (3) L1

7.1.2 If M is the midpoint of EC determine the values of x and y (3) L2
7.1.3 Calculate the length of BC (2) L1
7.1.4 If it is further given that AE = 80 , to which group of special quadrilaterals does
ABCE belong? (1) L2
7.1.5 Determine the equation of AD in the form y = mx + c (3) L3
7.1.6 Calculate the coordinates of D (5) L3
7.1.7 Determine the area  ABC (3) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024

7.2 In the diagram, B is a point on the y-axis. A (4; y ) , B, C (3;0) and D (7;6) are the vertices of a
rectangle ADCB. Diagonals BD and AC are drawn. The inclination of DC is  and BAC = 

7.2.1 Determine the gradient of CD (2) L1

7.2.2 Calculate the size  (2) L1
7.2.3 Determine the value of y (4) L3
7.2.4 Calculate the size of  (5) L4

DBE/NOVEMBER 2018
7.3 In the diagram, A ( 2; 2) ,B (6;5) , C (0; 3) and D ( x; y ) are the vertices of a quadrilateral
having AD//BC. BA produced has an x -intercept at E. BD and AC intersect at M. N (t ;0) is
a point on A.

7.3.1 Calculate the gradient of BC (2) L1

7.3.2 Determine the equation of AD (3) L2
7.3.3 Determine value of t (2) L2
7.3.4 Calculate the length of AN (2) L1
3
7.3.5 If DC is defined by y = x − 3 , determine the coordinates of DC. (2) L2
8
7.3.6 Prove that ABCD is a parallelogram. (3) L3
7.3.7 Calculate the coordinates of M (3) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024
7.4 In the diagram (2; 2) ,G (5; 2) and C (6; y ) are the vertices of  FGC. FG ⊥ FC. N is a point
on FG such that the inclination of NC is 104, 04 . The angle of inclination of FG is  and
FNC = 

7.4.1 Calculate the gradient of FG (2) L1

7.4.2 Calculate the value of y (3) L3
7.4.3 Calculate the size of  (3) L3
7.4.4 Calculate the length of NC (4) L4

DBE/NOVEMBER 2017
7.5 A ( 2; 5) , B, C, and D are the vertices of a quadrilateral ABCD such that diagonal AC is
perpendicular to diagonal BD at T.
The equation of BTD is given by 2 y x 18 and AB = 15 units.

7.5.1 Determine the gradient of line AC (2) L2

7.5.2 Determine the equation of AC in the form y = mx + c (2) L2
7.5.3 If the equation of AC is y = 2 x − 1 , calculate the coordinates of T (3) L2
7.5.4 If ABCD is a kite with AB = BC
a) Determine the coordinates of C (2) L
b) Calculate the length of BT (4) L3
c) Calculate the perimeter of the circle passing through points B, C and T. (5) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

7.6 C, a point on the x -axis, A ( 5; 3) and B (4;12) are the vertices of a triangle. AB intersects
the x -axis at E. ABC =  and BEC = 

7.6.1 Calculate the gradient of AB (2) L1

7.6.2 Determine the coordinates of point E (3) L2
7.6.3 Determine the size of  . Round off to the nearest whole number (2) L1
7.6.4 If  = 76 , determine the equation of the line through A parallel to BC (5) L3

DBE/NOVEMBER 2016
7.7 In the diagram, A (6; 2) , B (12;15) and C ( 4;3) are the vertices of  ABC. M is the
midpoint of AB. N is a point on AC such that MN//BC.

7.7.1 Determine the coordinates of M, the midpoint of AB (2) L1

7.7.2 Determine the gradient of line MN (3) L2
7.7.3 Hence, or otherwise, determine the equation of line MN, in the form y = mx + c (2) L2
7.7.4 Calculate, with reasons, the coordinates of point N (4) L2
7.7.5 If ABCD (in that order) is a parallelogram, determine the coordinates of point D (4) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024

7.8 In the diagram, R and A are the x - and y -intercepts respectively of the straight line AR. The
1
equation of AR is y = − x + 4 . Another straight line cuts the y-axis at P(0 ; 2) and passes
2
through the points M (k ;0) and N(2 ; 4).  and  are the angles of inclination of the lines
MN and AR respectively.

7.8.1 Given that M, P and N are collinear points, calculate the value of k . (3) L2
7.8.2 Determine the size of  , the obtuse angle between the two lines (4) L3
7.8.3 Calculate the length of MR (3) L3
7.8.4 Calculate the area of  MNR (3) L3

DBE/NOVEMBER 2015
7.9 In the diagram, A ( 2;3) , C(10 ; 11) and D (5; 1) are the vertices of  ACD. CA intersects
the y -axis in F and CA produced cuts the x-axis in G. The straight line DE is drawn parallel
to CA. CFO = 

7.9.1 Calculate the gradient of the line AC (2) L1

7.9.2 Determine the equation of the line DE in the form y = mx + c (3) L2
7.9.3 Calculate the size of  (3) L3
7.9.4 B is a point in the first quadrant such that ABDE, in that order, form a rectangle.
Calculate, giving reasons, the
a) Coordinates of M, the midpoint of BE (3) L3
b) Length of diagonal BE (3) L3

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Mathematics KZN-GRADE Gr 11 Revision 2024

7.10 In the diagram, the straight line SP

is drawn having S and P as its x-
and y-intercepts respectively.
The equation of SP is
x + ay − a = 0, a  0 .
It is also given that OS = 3OP.
The straight line RT is drawn with
R on SP and RT ⊥ PS.
 2
RT cuts the y-axis in T  0;5  .
 3

7.10.1 Calculate the coordinates of P. (2) L3

7.10.2 Calculate the value of a (2) L3
7.10.3 Determine the equation of RT in the form y = mx + c if it is given that a = 3 (3) L3
7.10.4 Calculate the coordinates of R, the point where PS and TR meets. (4) L2
 1
7.10.5 Calculate the area of  PRT if it is given that R  2;  . (3) L3
 3
7.10.6 Calculate, giving reasons, the radius of a circle passing through the points P, R and T. (2) L4

GAUTENG NOVEMBER 2022

7.11 In the diagram, the points A(0 ; 7), B(10 ; 2), C (7; 2) and D ( x; y ) form quadrilateral
ABCD. AB//CD, with AC joined. The angles of inclination for AC are  and 
respectively.

Determine:
7.11.1 The length of AB (Leave your answer in simplified surd form) (3) L1
7.11.2 The size of a and q (4) L2
7.11.3 The magnitude (size) of BCD (4) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

7.12 Consider  KLN drawn below. KL has the equation y = 5 x + 9 while KN has the equation
5 y + x − 19 = 0.

7.12.1 Show that the coordinates of K are ( 1; 4) . (3) L2

7.12.2 Show that KL ⊥ KN. (3) L2
7.12.3 Hence, or otherwise, determine the area of  KNL. (4) L3
7.12.4 Determine the equation of the perpendicular bisector of LN. (4) L3
7.12.5 If L, N and P(7 ; y) are collinear, determine y. (2) L2
7.12.6 Determine the coordinates of Q, if KLQN is a parallelogram. (2) L2
7.12.7 Explain, with geometric reasons, why KLQN is a square. (2) L3

EC/NOVEMBER 2020
7.13 In the diagram below, straight line PS cuts the x-axis at Q(3 ; 0). MQR is a straight line
which meets PR at R(10 ; 4). N (6; 2) is a point on PS and RP is drawn. PQR = 

7.13.1 Determine the gradient of PS. (2) L1

7.13.2 Calculate the inclination of MR. (3) L2
7.13.3 Determine the value of  (3) L3
7.13.4 Prove that RN ⊥ PS (3) L2
7.13.5 Calculate the area of  RQN (6) L3
7.13.6 Calculate the y-intercept of MR (4) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024

7.14 ABCD is a parallelogram with A ( 2; 6) , B(4 ; 0), C ( 1;0) and D ( x; y ) as shown below.

7.14.1 Calculate the length of BC (2) L1

7.14.2 Determine the gradient of AB (2) L1
7.14.3 Determine the equation of CD (3) L2
7.14.4 Determine the coordinates of M, the midpoint of BD (3) L1
7.14.5 HENCE, OR OTHERWISE, determine the values of x and y (3) L2

GAUTENG/JUNE 2018
7.15 In the sketch below the coordinates of the vertices of  ABC are A ( 1;1) , B(5 ; 3) and
C(7 ; 5) . Point F is a point on AC such that AF = CF. Line BF and line BC make angles
 and  respectively with the x -axis as indicated in the sketch.

7.15.1 Calculate the gradient of the line BC (2) L1

7.15.2 Calculate the coordinates of the point F (2) L1
7.15.3 Determine the equation of the median BF (3) L2
7.15.4 Calculate the size of FBC . (rounded off to ONE decimal figure) (5) L3
7.15.5 If the coordinates of point K is (6 ; p), calculate the value of p if AFK = 90 . (4) L4
7.15.6 Calculate the coordinates of point T, given that ABCT is a parallelogram. (2) L2
7.15.7 Prove that the diagonals of quadrilateral ABCT bisect each other (2) L3
7.15.8 Determine the perimeter of parallelogram LMNO which is an enlargement by a scale
factor of TWO of parallelogram ABCT (5) L4
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Mathematics KZN-GRADE Gr 11 Revision 2024

NW/JUNE 2018
7.16 A ( 1; 1) , B(2 ; 0) and C(5 ; p ) are three points on the Cartesian plane.
Determine the value(s) of p if:
7.16.1 A, B, and C are collinear (2) L2
7.16.2 AB is perpendicular to BC (3) L2
7.16.3 The length of BC is 5 units (3) L2

7.17 In the diagram P( 4 ; 5), Q(4 ; 1) and R( 1 ; 4 ) are the vertices of a triangle in the Cartesian plane
with M on PQ. M(2 ; 2) is a midpoint of straight line RS.

7.17.1 Determine the gradient of PQ (2) L1

7.17.2 Show that PMS = 90 (3) L2
7.17.3 Determine the coordinates of S (3) L2
7.17.4 Prove that  QRS is isosceles (3) L2
7.17.5 Determine the area of  PRS (5) L3

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Mathematics KZN-GRADE Gr 11 Revision 2024

8. TRIGONOMETRY
TOPIC
50 MARKS FROM PAPER 2
GUIDELINES, SUMMARY NOTES & STRATEGIES
SUB-TOPIC Use of diagrams to determine the numerical values of ratios for angles from 0° to 360°.
Concepts • Definition of trig ratios
involved • Interpretation of interval notation
• Knowing in which quadrant a trig ratio is positive or negative (CAST RULE)
• Application of Pythagoras theorem
• Reduction formulae
• Special angles
• Identities
Approach to determine the numerical values of ratios for angles from 0° to 360°.
1. Write the given equation in a form of a simple trig ratio, for example,
a a a
If b cos  − a = 0 then cos  = ; If bsin  − a = 0 then sin  = ; If b tan  − a then tan  =
b b b
2. Draw the sketch in the correct quadrant, using the given interval/restriction and where the trig ratio
holds, for example

A A
 
 0° 0°
 0° 0°
A A
(Note that the line segment parallel to the y-axis should always be drawn perpendicular to the x-axis)
3. Fill in the known details in the diagram drawn in the correct quadrant.
4. Use Pythagoras theorem to calculate the value of the unknown side. Decide whether the value is positive
or negative. Remember the radius is always positive
5. Use the diagram to answer the questions asked based on the diagram
6. Do not use a calculator.
SUB-TOPIC Trigonometric Identities
It must be noted that learners need to be able to derive and apply the fundamental identities.
Two fundamental identities to be used: Also note: From the square identity:
sin 
(i) The quotient identity; tan  = 1 cos  sin 2  = 1 − cos 2  = (1 − cos  )(1 + cos  )
cos  =
tan  sin  cos 2  = 1 − sin 2  = (1 − sin  )(1 + sin  )
(ii) Square identity: sin  + cos  = 1
2 2

Tips on how to approach identities:

1. Choose the more complicated side (either LHS or RHS).
2. Express tan𝜽 in terms of sin𝜽 and cos𝜽.
3. Simplify your chosen side ALGEBRAICALLY using the identities (in any of the forms), as
far as possible or until it is the same/equal as/to the other side. (Sometimes it is necessary and
sufficient to simplify both sides separately).
4. It is usually helpful to keep an eye on your required result (RHS/LHS) as it will give you the clue as to
which identities would be the best to use.

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Mathematics KZN-GRADE Gr 11 Revision 2024

SUB-TOPIC Reduction formulae

Concepts • Reduction of angles greater than 90 to acute angles using the following reduction
involved formulae ( 180  ; 360  and 90  )
• For function values ( 90  ), each function changes to their co- function.
• The quadrant should be identified and then the sign of the trig ratio in that quadrant
should be noted.
• Trigonometric identities.
• Basic algebraic manipulations.
Reduction formulae for ( 180  and 360  ) Reduction formulae for ( and 90 + )

S y y
A
sin (90 +  ) = cos  sin (90 −  ) = cos
cos(90 +  ) = − sin  cos(90 −  ) = sin 

(90 + ) (90 − )
x x

T C
SUB-TOPIC Negative Angles

R(a; b) Anti-clockwise positive

angles (  )

Clockwise negative
angle (−)

• sin( − ) = − sin 
• cos(− ) = cos
• tan(− ) = − tan 
NB: Remember to change negative angles ( −) to positive angles (  )

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Mathematics KZN-GRADE Gr 11 Revision 2024

SUB-TOPIC Special Angles

• Be careful – Using a calculator is not allowed when dealing with special angles.
1 3
For example: Using a diagram: tan 30 = Using a calculator: tan 30 =
3 3

2
1 1

F. SUBTOPIC Solving Trig Equations And General Solution,

Hints for the solution of trigonometric equations:
• Simplify the equation by using identities where possible.
• Simplify the equation as much as possible until you have a trigonometric ratio of one angle equal to a
constant/value.
• Factorization, as in the solution of algebraic equations, is often used. Look out for:
- Common factor
- Difference of two squares
- Quadratic trinomials
- Grouping of terms
• Take care not to divide by an unknown variable.
• Use the CAST rules to determine in which quadrants the angle will be.
SUBTOPIC Solutions to triangles/2D problems
Strategies for solving 2 dimensional problems:
• Fill in all the given information on the diagram.
• Problems on 2D require you to solve a combinations of triangles in one plane
• Identify the right angled-triangle first (try to use Pythagoras or trig ratios in this triangle).
• Start to work in triangles with more information to find the common side.
• Label the side/angle as soon as you know its value.
• Use basic geometric results e.g. Exterior angle of a triangle, corresponding angle, co-interior angles,
alternate angles, etc.

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Mathematics KZN-GRADE Gr 11 Revision 2024

ACTIVITIES
8.1 Use of diagrams to determine the numerical values of ratios for angles from 0° to 360°.
8.1.1 If 3tan A = 2 and 90  A  360 , determine the value of the following without the use of a calculator:
(a) sin A (3) L2
(b) 2sinAcosA ( 2) L1
8.1.2 8
If cos = and sin   0 , find the value of:
17
(a) tan ( 3) L2
(b) cos 
sin  (2) L2
8.1.3 The point P(k ; 8) lies in the first quadrant
y
such that OP = 17 units and TÔP =  P(k ; 8)
as shown in the diagram alongside. 17

 x
O T
(a) Determine the value of k. (2) L1
(b) Write down the value of cos  . (1) L1
(c) If it is further given that  +  = 180  , determine cos  . (3) L2
(d) Hence, determine the value of sin  cos  − cos  sin  (4) L2
3
8.1.4 Given: sin  = and 90    270 . With the aid of a sketch and without using a calculator, determine:
o o
5
(a) tan  (3) L2
(b) cos(90 + ) (2) L2
8.1.5 If cos 27 = t, express the following in terms of t without using a calculator.
(a) cos (–387) (4) L2
(b) sin 333 (2) L2
tan 153 (3) L2
(c)
sin 207
8.1.6 If cos  = t , where  is an acute angle, express each of the following in terms of t:
(a) tan  (3) L2
(b) sin(180 − ) (2) L1
(c) 2sin  cos  (2) L2
8.1.7 If 3 sin θ = 2 and cos θ  0 ,
(a) With an aid of a diagram determine the value of 3tan 2  − 5cos . (5) L2
(b) Calculate cos (180 o − θ). (2) L1
(c) Determine the value of θ . (2) L2
8.1.8 If tan20° = m determine the following in terms of m without the use of a calculator.
(a) sin 70° (3) L2
(b) tan 2 250. sin 2 560 (3) L3
8.1.9 3
If tan  = , and 180o <  < 270o , determine with an aid of a sketch the value of:
4
(a) sin θ (3) L2
(b) cos (180+  ) (2) L1
(c) θ (answer to 2 decimal places). (2) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024

8.1.10 In the diagram alongside, P(x ; 24) is a point

such that OP = 25 and RÔP =  , where  is
an obtuse angle.

(a) Calculate the value of x. (2) L2

(b) Determine the value of each of the following WITHOUT using a calculator:
(i) sin  (1) L1
(ii) cos(180 −  ) (2) L2
(iii) tan(−  ) (2) L2
(c) T is a point on OP such that OT = 15. Determine the coordinates of T WITHOUT using
a calculator. (3) L3
8.1.11 If sin162 = p , determine the following in terms of p
(a) sin198 (3) L3
(b) cos(−108) (2) L3

8.2 Trigonometric Identities.

8.2.1 Prove the following identities:
sin  − tan .cos 2  sin 3 x + sin x.cos 2 x
(a) = tan  (b) = tan x
cos  − 1 + sin 2  (4) L1 cos x (3) L1
sin x − sin x.cos x 2
cos x
(c) = tan x (d) 1− = sin x
cos x − 1 + sin 2 x (4) L2 1 + sin x (4) L2
1 1 1 −1
( sin .tan  + cos  ) = =
(e)
tan  sin  (4) L2
(f)
( cos x + 1)( cos x − 1) tan x.cos2 x (4) L2
2

1 − tan  cos − sin   1 

(g) 1 + tan  = cos + sin   tan y +  (1 − cos y ) = tan y
2
(h)
(4) L2  tan y  (6) L3
2 sin 2 x cos x sin 2 x − cos 2 x
(h) = (i) − 1 = tan x
2 tan x − 2 sin x cos x sin x (4) L3 cos x sin (180 − x ) − cos x  (4) L4
Reduction formulae and special angles
8.2.2 Simplify the following
sin(−390)
(a) + tan(180 + x) cos(180 + x).cos(90 − x)
cos 240 (8) L3
sin(−338).cos 300 sin120.cos 210.tan 315.cos 27
(b) (c)
cos 248.tan135 (6) L2 sin 63.cos 540 (7) L2
cos(−33).tan147 sin 210.cos 790.tan(−330)
(d) (e)
2 cos 303.sin 240 (7) L3 sin160 (5) L2
cos 253 + cos 557
2 2
cos(720 − x).sin(360 + x).tan( x − 180)
(f) (g)
(4) L2 sin(− x).cos(90 − x) (6) L2
sin(90 + x).tan(360 + x)
(h)
sin(180 + x).cos(90 − x) + cos(540 + x).cos(− x) (7) L3

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Mathematics KZN-GRADE Gr 11 Revision 2024

cos(90 + A) sin(180 + A)
(i)
tan 225 − cos 2 (− A) (6) L2
cos(− x).tan 225
(j) + tan(360 − x)
sin 90 − sin x (7) L4
1 − tan 2 .cos ( − ) .cos ( 360o −  ) .tan 225o
(k)
sin 90o − sin (180o +  )  sin 90o − cos(90 − ) 
   (6) L3

8.3 Trigonometric equations and general solution

8.3.1 Determine the general solution:
(a) 2cos 2  − cos  = 0 (6) L2
(b) 2sin x cos x − cos 2 x = 0 (6) L3
(c) 3 cos  + sin  = 0 (6) L2
(d) 2sin  − sin  = 1
2
(6) L2
(e) sin ( 2 + 30 ) = −0, 74 (4) L2
(f) cos ( x + 30 ) = sin 2 x (6) L3
(g) 3sin x + 2sin x cos x = 4cos x + 6sin x
2
(5) L3
(h) 10sin x cos x + 5cos x − 6sin x − 3 = 0 (6) L3
Solve for x:
(g) 3cos x + 10sin x + 5 = 0 ; where x  0;360
2
(6) L3
5
(h) 3 tan x − = 2 ; where x   −180;180
tan x (6) L2
(i) sin 2 x = 4cos 2 x ; where x  0; 270
(5) L2
(j) cos ( x − 25) = − sin 2 x ;where x   −180;180 (6) L3
 1 
Given that:  tan y +  (1 − cos y ) = tan y
2

(k)  tan y 
For which values of y will the identity be undefined where y   0;180 (3) L3
cos x 1 + sin x 2
Given that: + =
(l) 1 + sin x cos x cos x
For which values of x will the identity be undefined where x  90; 270 (2) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024
8.4 Trigonometric functions

8.4.1 (a) On the same set of axes, sketch the graphs of (

f ( x ) = sin x − 60  ) and g (x ) = cos 2 x
for the interval − 180  x  180 . Indicate clearly the intercepts with the axes and the
o 

turning points. (6) L2

(b) Write down the range of f. (1) L1
(c) Write down the period of g. (1) L1
(d) Determine the general solution of sin (x − 60  ) = cos 2 x . (5) L3
(e) Hence, for which values of x in the interval –180 ≤ x ≤ 0° will f (x )  g (x ) ?
o
(3) L2
(f) If p( x ) = − cos(2 x + 20 ), describe fully, in words, the transformation from g to p.

(3) L3

8.4.2 Consider the functions defined by f ( x ) = sin 2 x and g ( x ) = cos ( x + 60o ) .

(a) Draw a neat sketch of the curves of f and g for −180    180 , clearly indicating
the intercepts with the axes. (6) L2
(b) Write down the range for g. (1) L1
(c) Write down the period of f. (1) L1
(d) For which value(s) of x is the graph of g decreasing? (2) L2

8.4.3 In the diagram below the graphs of g (x ) = sin (x + a ) and h(x ) = b tan cx are drawn in the interval
x   −180 ; 180 . g and h intersect at D ( −135 ; − 1) and E ( −22,3 ; 0, 4 ) .

(a) Write down the values of a, b and c. (3) L1

(b) Write down the equations of the asymptotes of h in the interval  −180 ; 180 . (2) L1
(c) Solve for x if g ( x ) − h ( x )  0 in the interval  −180 ; 0 . (4) L3
(d) Describe the transformation of g to m if m(x ) = cos x − 1 . (2) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

8.4.4 In the diagram, the graph of f ( x) = tan bx is drawn in the interval −90  x  135

(a) Determine the value of b. (1) L1

(b) Determine the values of x in the interval 0  x  135 for which f ( x)  −1 . (2) L3
(c) Graph h is defined as h( x) = tan b( x + 55) . Write down the equations of the asymptotes
of h in the interval − 90  x  135 . (2) L2

8.4.5 In the diagram, the graph of g ( x) = cos( x + 60) is drawn for the interval − 150  x  120 .

(a) On the same system of axes, draw the graph of k ( x) = − sin x for the interval
− 150  x  120 . Show all the intercepts with the axes as well as the coordinates of the
turning points and end points of the graph. (4) L2
(b) Determine the minimum value of h( x) = cos( x + 60) − 3 . (2) L2
(c) Solve the equation cos( x + 60) + sin x = 0 for the interval − 150  x  120 . (6) L3
(d) Determine the values of x for the interval − 150  x  120 for which
cos( x + 60) + sin x  0 . (2) L3
(e) The function g can also be defined as y = − sin( x −  ) , where  is an acute angle.
Determine the value of . (2) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

8.4.6 The following sketch represents the graphs of f ( x ) = acos ( x + b ) and g ( x ) = c sinx for
x  − 180 ; 180 .

(a) From the sketch above deduce the values of a, b and c. (3) L1
(b) A ( –14, 64o ; p ) and B ( q; – 0,51) are the coordinates of the points of intersection of f

and g. Write down, rounded off to 2 decimal places, the values of p and q. (2) L2

8.4.7 The figure shows sketch graphs of f ( x) = a cos x and g ( x) = tan x for the interval 0  x  360

(a) Write down the value of a. (1) L1

(b) Determine:
(i) The amplitude of f. (1) L1
(ii) The period of g. (1) L1
(c) If the graphs of f and g intersect at B(51,3 ; b) and C(c ; − 1, 25) write down the
values of b and c without the use of a calculator. (2) L1
(d) Use the graphs to write down ONE value of x for which g ( x) − f ( x) = 2 (1) L2

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Mathematics KZN-GRADE Gr 11 Revision 2024

8.5 Problems in 2-Dimensions

8.5.1 Use the diagram alongside to calculate C
the length of AB and AC
6

30
B
A  (2) L1
8.5.2 In ΔABC, AC ⊥ BC, AB =12,3m, A
Bˆ = 41 and ADˆ C = 56
12,3m

41° 56°
B D C
(a) Calculate the length of DC (2) L1
(b) Calculate the length of BC (2) L1
(c) Hence calculate the length of BD (1) L1

E
8.5.3 AB and DE are two Towers in the same
horizontal plane. 
From point C the angle of elevation of A, the A
top of tower AB, is 37.
AB is 13m high, DE = 20m high and 20 m
CD = 21,4m. 13 m

37
B C 21,4 m D
Calculate:
(a) the length of AC (2) L1
(b) the value of  (2) L1
(c) the area of ΔECD (2) L1
8.4 In  PQR, QR = 3 units, PR = x units, PQ = 2x units and PQ̂R =  (Gr 11 P2 Nov 2017;DBE)
Q

2x

3
x

R
x +3
2
(a) Show that cos  =
4x (4) L2
(b) Hence, calculate the area of  PQR , if x = 2,4 units: (4) L3
(c) Calculate the values of x for which the triangle exists. (4) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

8.5.5 In the diagram, PR is a diameter of the circle. Triangle PQR is drawn with vertex Q outside
the circle. R̂ = , PR = QR = 2y and PQ = y.

(a) Determine the value of cos . (4) L3

(b) If QR cuts the circumference of the circle at T, determine PT in terms of y and . (3) L4

8.5.6 In the figure below RT = RQ = x, PQ̂R =  and PQS is a tangent to the circle.

(a) Prove that TQ = x 2(1 + cos 2 ) (4) L4

(b) If  = 63 and x = 17 cm , calculate the area of RQT .

(3) L3

ˆ = x , ABD
8.5.7 In the diagram below, BAD ˆ = y and AB = h , AB and DC are perpendicular to BC.

(a) Determine the distance of BD in terms of x, y and h (3) L2

h sin x cos y
(b) Hence show that DC =
sin( x + y ) (3) L3

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Mathematics KZN-GRADE Gr 11 Revision 2024

8.5.8 The figure consists of a rectangle KLMN and

∆NMP. The area of pentagon KLMPN is 63
square units.
KN = 6 units, NM = 8 units and NP = 7 units.

(a) Determine the area of ∆ NMP (2) L2

(b) Calculate the size of acute MN̂P . (3) L2
(c) If MS is drawn to meet NP at S and SM = 5,2 units, calculate NŜM . (3) L2

8.5.9 Given ∆PQR, with PQ = 140 mm, QR = 123,4 mm and PR = 199,2 mm.
Calculate the size of the largest angle of ∆PQR. (4) L3

8.5.10 In the figure below, AB = 107 mm, BC = 68 mm and AB̂C = 79o. AC ⊥ DC. DÂC = 22o.

(a) Calculate the length of AC. (3) L2

(b) Calculate the length of DC. (2) L2
1
8.5.11 Complete: Area of Δ ABC = ab …….. (1) L1
2
8.5.12 In the figure below AB = AD with DC = 1 BD and DC = r. It is also given that AB̂D = α and
2
sin2 = 2sin cos  .

r
(a) Show that AD =
cos  (4) L4
(b) Now determine the area of Δ ADC, in terms of α and r. (4) L2
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Mathematics KZN-GRADE Gr 11 Revision 2024

TOPIC 9. EUCLIDEAN GEOMETRY

GUIDELINES, SUMMARY NOTES, & STRATEGIES
1. WAYS IN WHICH EUCLIDEAN GEOMETRY IS TESTED
1. Completing a statement of a theorem in words.
2. Determining the value of an angle in two ways: numerical and/or in terms of the variable(s)
3. Proofs in riders: Direct and indirect proofs
4. Examinable proofs to be known
4.1 Line from the centre ⊥ chord
4.2 Line from centre to midpoint of chord
4.3 Angle at the centre is twice the angle at the circumference
4.4 Opposite angles of a cyclic quad are supplementary
4.5 Tan chord theorem
2. COMPLETING A STATEMENT OF A THEOREM IN WORDS.
• Know by heart all the theorems and be able to complete the statement.
3. DETERMINING THE VALUE OF AN ANGLE
• Know all the theorems about lines, triangles and circles (Centre group, non-centre group, tangent
group and cyclic quad group).
• Every statement must come with a reason and reasons must be stated according to the list of acceptable
reasons from the exam guidelines
e.g. for isosceles triangles the acceptable reason is: s opp = sides
4. PROOFS IN RIDERS
Know how theorems and their converses are being formed in diagrams.
• When given 3 points on the circumference look out for a possibility of a triangle. If one side is
produced then you may expect exterior angle of a triangle. If there is a tangent on the circle, then
there is a possibility of having a Tan Chord Theorem
• When given 4 or 5 points on the circumference then there is a possibility that 4 points may be joined
and then there is a cyclic quad. In a case that one side is produced then you may expect exterior angles
of a cyclic quad.
• Start with a given angle linking with what is required to prove
• Visualization: Mind picture of diagrams of theorems
5. DIRECT AND INDIRECT PROOFS IN RIDERS.
• In Geometry we mostly use angles to prove questions.
1. Direct proof question: Prove A ˆ = Bˆ
2. Indirect proof question: Prove that a line is parallel to another line.
Remember in Euclidean geometry- we mostly use angles to prove. This question is not asking about the
angles directly. Here we need to prove sides but using angles indirectly. Why indirectly? Because we
mostly use angles to prove.
∴ First, we need to change this question to be direct, and then prove. If we say it must be direct we mean
that it must ask to prove angles 1st, then conclude by stating the sides that are parallel
NB!!!!!
• Do not make any assumption e.g. do not assume that a line is a tangent or a diameter, unless you are
told that it is.
• Look for key words in the statement such as centre, parallel lines, tangents, cyclic quadrilaterals,
bisects, etc.
• Continuously update the diagram as you read the statement and as you find the angles.
• When proving theorems, no construction, no marks.
• You will not always be told that you have a cyclic quadrilateral. Therefore, check lines joining four
points on the circumference.
• For every statement there must be a reason.

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Mathematics KZN-GRADE Gr 11 Revision 2024

ACTIVITIES
9.1 In the diagram along, a circle centred at O is
drawn. H, J, G and L are points on the circle.
∆HJL is drawn. HOG bisects JL at M.
HJ =12√5 units and JM=12 units.

9.1.1 If MG = 6 units and OM = 𝑥, write

HM in terms of 𝑥. (2) L2
9.1.2 Calculate, giving reasons, the length of
the radius of the circle (5) L3
[7]
9.2 In the diagram, O is the centre of the circle.
Chord AC is perpendicular to radius OD at B.
OB = 2 x units and AC = 8x units.

O
C Show that the length of BD is 2 ( )
5 −1 .

(5) L3
B

D
A

9.3 B In the diagram, O is the centre ABD. F is a

point on chord AB such that DOF ⊥ AB.
AB = FD = 8cm and OF = x cm.
F

A O
Determine the length of the radius of the
circle. (5) L3

9.4 AB and CD are two parallel chords on the

same side of the centre O of a circle. The
A M 6 cm B
shortest distance between AB and CD is
C
1 cm
D 1 cm . The length of AB is 6 cm and of CD is
N 8 cm
8 cm . M is the midpoint of AB and the line
OM intersects CD at N which is the midpoint
of CD.
O

Calculate the length of the radius of the circle (4) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.5 C In the diagram, O is the centre of the circle.

A, B and C are points on the circumference
1 2 of the circle. Chord AC and BC and radii
AO, BO and CO are drawn. Â = x and
B̂ = y
9.5.1 Determine the size of Ô1 in terms of (3) L2
O
1 2
x.
9.5.2 Hence, prove the theorem that states
B
that the angle subtended by an arc at
the centre is equal to twice the angle
A subtended by the same arc at the
circumference, that is AOBˆ = 2ACB.ˆ (3) L2
[6]
9.6 M In the diagram, PT is a diameter of the circle
1 2 T centre O. M and S are points on the circle on
either side of PT. MP, MT, MS and OS are
drawn.
M̂ 2 = 37
O 2
1
S Calculate, with reasons, the size of:
9.6.1 M̂ (2) L2
1

9.6.2 Ô (2) L1
1
P
[4]

9.7 In the diagram, O is the centre of the circle.

KM and LM are tangents to the circle at K
and L respectively. T is a point on the
circumference of the circle. KT and TL are
joined. Ô1 = 106
9.7.1 Calculate, with reasons, the size of T̂ . (3) L2
1

9.7.2 Prove that the quadrilateral OKML is a (3) L2

kite.
9.7.3 Prove that quadrilateral OKML is a (3) L2
cyclic quadrilateral.
9.7.4 Calculate, with reasons, the size of (2) L2
M̂.
[11]

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Mathematics KZN-GRADE Gr 11 Revision 2024
9.8 In the diagram below, RS is a diameter of the
R
V circle centred at O. Chord ST is produced to
W 1
1 2
2 W. Chord SP produced meets the tangent
2 P RW at V. R̂1 = 50
1

2 Calculate the sizes of the following angles.

3 O
T 1 9.8.1 R̂ (3) L2
2

9.8.2 Ŵ (3) L3
2 1 9.8.3 P̂1 (2) L2

S
9.8.4 ˆ = PTS
Prove that V ˆ (4) L4
1

9.8.5 Hence, prove that WVPT is a cyclic

quadrilateral. (1) L1
[13]
9.9 In the diagram, O is the centre of the circle
and KP is the tangent to the circle. LN, the
diameter of the circle, is extended to meet KP
at P. Straight lines OK, OM, KM and KN are
drawn.
9.9.1 Write down two angle equals to 90 (2) L1
9.9.2 If K̂ 4 = x, write down the following
angles in terms of x, giving reasons.
(a) L̂ (2) L1
1

(b) K̂ (2) L1
1

(c) Ô (2) L2
1

9.9.3 Join MP, which is a tangent to the

circle, and hence prove that KOMP is
a cyclic quadrilateral. (3) L3
[11]
9.10 From a point A outside the circle, centre O,
two tangents AD and AV are drawn. AO and
VD intersect at M. BOD is a diameter of the
circle. BV and VO are drawn, VAD ˆ = 40.

9.10.1 Prove that quadrilateral VODA is

cyclic. (2) L2
9.10.2 Calculate the magnitude of Ô (2) L3
1

9.10.3 Prove that BV OA. (5) L3

[9]

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.11 In the diagram below, points P,Q,R and S are

points on a circle with centre O. OT bisects
QR at T. XRY is a tangent to the circle at
point R. OZ is produced to meet at Y where
OY QR. ROY ˆ = 20 and SRO ˆ = 10.
Chord SZ is drawn.
9.11.1 Calculate, with reasons, the size of the
following angles,
(a) Ŝ1 (2) L1

(b) R̂ 3 (1) L1

(c) P̂ (2) L2
(d) Ŝ2 (4) L3
9.11.2 Prove that XRY is a tangent to the (3) L3
circle passing through R, T and O.
[12]
9.12 A In the diagram, ABCD is a cyclic quadrilateral.
G is a point on AD such that BG CD. ECF
G 2 is a tangent to the circle at C. BD is a chord to
1
the circle. GBDˆ = 30 and DCE ˆ = 60

9.12.1 Calculate with reasons, the size of:

3
(a) D̂ (1) L1
1
30° 2
2
1
B
D 1 (b) B̂ (2) L1
1

(c) Ĉ (1) L2
2

ˆ
(d) DAB (2) L3
60° 1 2 3
9.12.2 Is BD a diameter to the circle?
C
Motivate your answer. (2) L2
[8]
9.13 9.13.1 Complete this statement:
A line drawn from the centre of a
circle is ………………… to the
tangent. (1) L1
In the diagram below, AOD is a diameter of
the circle and EDF is a tangent to the circle at
D. ADB ˆ = 62 and BC = CD.
Calculate, with reasons, the numerical value
of:
ˆ
9.13.2 BCD (4) L3

ˆ
9.13.3 CDF (4) L2

[8]

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.14 In the figure Q, P, T and R lie on the circle. M

lies on QS such that PM SR.
ˆ = 145.
PTS

9.14.1 Calculate the size of:

(a) Q̂ (2) L1
(b) R̂ (2) L1
(c) P̂ (1) L1
2

9.14.2 Why is PR a tangent to the circle

passing through P, M and Q? (1) L2
[6]
9.15 In the diagram, O is the centre of the circle.
Points A, B, C and D lie on the circumference
of the circle. BOD is a diameter.
AC and BD intersect at E.
Aˆ = 51 and B ˆ = 29.
1 1

Determine the size of:

9.15.1 Ô1. (2) L1

9.15.2 Â 2 . (2) L2
9.15.3 D̂. (1) L1
ˆ
9.15.4 ACO. (3) L3
[8]
9.16 In the diagram, O is the centre of the circle. K,
T and L are points on the circle. KT, TL, KL,
OK and OT are drawn. OT intersect KL at M.
ST is a tangent to the circle at T.
ˆ = 36 and OKL
STK ˆ = 18.

9.16.1 Determine, with reasons, the size of:

(a) T̂ (2) L2
2

(b) L̂ (2) L1
(c) KOTˆ (2) L3
9.16.2 Prove, giving reasons, that KM = ML. (3) L3
[9]

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.17 In the diagram, DEFG is a cyclic quadrilateral

with DE GF. DE is produced to R. T is
another point on the circle. EG, FT and ET are
drawn. Ê = 72and G ˆ = 16.
4 1

Determine, with reasons, the size of the

following angles:

9.17.1 DGFˆ (2) L1

9.17.2 T̂ (2) L2
ˆ
9.17.3 GEF (2) L2
[6]
9.18 E The diagram shows a circle with centre O.
BEDC is a cyclic quadrilateral. OB, OD and
BD are drawn. DCF is a straight line.
ˆ = 60.
BCF

Determine, giving reasons, the size of the

O
following angles:
1

1
1 D
B 2 2
9.18.1 Ê (2) L1
9.18.2 Ô (2) L1
1
60° C 9.18.3 D̂ (2) L2
1

[6]
F

9.19 In the diagram, MP is a diameter of a circle

centred at O. MP cuts the chord NR at T.
Radius NO and chords PR, MN and MR are
drawn. R̂1 = 69.

Determine, with reasons, the size of:

9.19.1 R̂ (2) L2
2

9.19.2 Ô (2) L1
1

9.19.3 M̂ (2) L2
1

9.19.4 M̂ , if it is further given that NO PR. (4) L3

2

[10]

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.20 In the diagram, O is the centre of the circle and

LOM is a diameter of the circle. ON bisects
chord LP at N. T and S are points on the circle
on the other side of LM with respect to P.
Chords PM, MS, MT and ST are drawn.
PM = MS and MTS ˆ = 31
9.20.1 Determine, with reasons, the size of
each of the following angles:
(a) MOSˆ (2) L1
(b) L̂ (2) L1
9.20.2 Prove that ON = 12 MS. (4) L3
[8]
9.21 In the diagram, PQRS is a cyclic quadrilateral.
ST is a tangent to the circle at S and chord SR
Q
T
is produced to V. PQ = QR, Ŝ1 = 38 and
Ŝ2 = 112.
Determine, with reasons, the size of the
2
3 following angles:
R
1
1 9.21.1 Q̂ (2) L1
P 2
9.21.2 R̂ 2 (2) L2
9.21.3 P̂2 (2) L1
112°
2 1 38°
9.21.4 R̂ 3 (2) L2
S

[8]
9.22 O is the centre of circle CBE. DB is a tangent
to the circle at B. EC produced meets BD in D
and intersect OB at F. CD = CB. OE and BE
are joined. B̂3 = x.

9.22.1 Name, with reasons, two other angles

equal to x. (4) L1
9.22.2 Express EOB ˆ in terms of x. (3) L3
9.22.3 Determine, with reasons, the size of
B̂2 in terms of x. (2) L3
9.22.4 Determine, with reasons, the size of
Ê 2 in terms of x. (2) L3
[11]

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.23 O is the centre of the circle. A, B, C and D are

points on the circumference. AOB is a straight
line. AC and BC are drawn. OD is drawn
B parallel to BC, and intersects AC at E. The
radius of the circle is 10 cm , and AC = 12 cm
O

A
Calculate the length of ED. (6) L3
1
2
E

D C

9.24 In the diagram below, JG is a tangent to the

circle FGH at G. FG, GH and FH are drawn.
ˆ = x − 5 and FGH
JGF ˆ = 3x.

Calculate the value of x.

F
(5) L3

H
x -5
3x
G

9.25 A, G, D and E are points on a semi-circle

having AE as the diameter. CA is a tangent to
the semi-circle at A. ED produced meets the
tangent at C. AG, GD and EG are drawn. EG
produced meets the tangent at B. AG = GD.
ˆ = x.
AEB

9.25.1 Name, with reasons, THREE other

angles equal to x. (5) L3
9.25.2 Prove that BCDG is a cyclic
quadrilateral. (5) L4
[10]

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.26 In the diagram below O is the centre of the

circle. Quadrilateral ABCO is drawn with A
and C on the circumference. AB is a tangent
to the circle at point A and BC is a tangent to
the circle at C. D is the midpoint of chord AC
and . AD = DC. E is the point on the
O circumference of the circle with centre O.
A The length of:
3 cm AC = 8cm,
OD = 3cm,
D
BE = x and
AB = x + 4
x+4 E C
9.26.1 Write down the size of D̂ with a
1
reason. (2) L2
x
9.26.2 Calculate the length of OA. (2) L1
9.26.3 Determine the size of  and give a
reason for your answer. (2) L2
B 9.26.4 Calculate the value of x if x  1. (4) L3
[10]

9.27 A In the diagram, A, B and D lie on the circle

with centre O. AOFC and DFB are straight
lines. DF = FB, Dˆ = x.

O B
9.27.1 Determine, with reasons. the size of
2
EACH of the the following in terms of
F3 2
x.
4 1 (a) Â (2) L1

3
(b) Ĉ (3) L2
3
x 2
D C 9.27.2 Prove, giving reasons, that Fˆ = Fˆ (2) L2
2 3

[7]
9.28 In the diagram, O is the centre of the circle.
ABCD is a cyclic quadrilateral.

B
Use the diagram to prove the theorem which
states that the opposite angles of a cyclic
O quadrilateral are supplementary, that is to
C prove that B ˆ +Dˆ = 180. (5) L4

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.29 3x In the diagram, ABCD is a cyclic quadrilateral.

AB and DC are produced to meet at E. AD and
ˆ = 2 x,
BC are produced to meet at F. AFB
ˆ = 3x and AED
DAB ˆ = x.
B 2 2
D
1
1
2
1 3
C

(6) L4
E
Determine, giving reasons, the value of x.
F

9.30 ˆ = C,
In the diagram, A ˆ B̂ = 3 x + 10 and
1

1 D̂ = 2 x + 20. Calculate, with reasons, the

A D
value of x.
2x + 20°

3x + 10°
B C (5) L4
9.31 A
L ALB is a tangent to circle LMNP. ALB MP.
B
1 4
2 3

Prove that:

1 Q 1
M 2 2 P 9.31.1 LM = LP (5) L3
1 2 9.31.2 LN bisects MNPˆ (3) L2
N
9.31.3 LM is a tangent to circle MNQ. (3) L3
[11]
9.32 D
A
2
1

In the circle ABCD, AB = BC.

E

1 Prove that AB is a tangent to the circle AED. (4) L3

2
B

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Mathematics KZN-GRADE Gr 11 Revision 2024

9.33 In the diagram, O is the centre of the circle

A
through A, B, C and D.
BC = CD and BOD ˆ = 2 x.

O
Determine the following angles in terms of x.
2x

1 9.33.1 B̂2 (3) L2

1 D
2
2
B
3 9.33.2 ˆ
BCD (3) L3
1 2
9.33.3 Â (4) L4
C
[10]

9.34 In the figure, AB is a diameter of the circle

with centre O and radius r. C is a point on the
ˆ =  (acute angle).
circle such that COB

Prove that:

rsin 
9.34.1 BC =
cos 2 (3) L3

T
B
9.35 1 2
In the diagram, AC is a diameter of the circle
and PB is a tangent. AC produced meets the
P
tangent at P. TAS is also a tangent. P̂ = x and
1
2
C
2
1 Ĉ1 = y.
A
3

Prove that:

ˆ +A
9.35.1 A ˆ =y (4) L3
2 3
S
9.35.2 x+ 2 y = 270 (4) L4
[8]

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Mathematics KZN-GRADE Gr 11 Revision 2024

MIND ACTION SERIES

9.36 BC is a diameter of the circle ABC with centre
O. OD ⊥ AC and AT ⊥ BOC. BT = x,
TO = 5 and AD = 42.

T O
B C
1 2 1 2 3

1
2
9.36.1 Prove that OA = 7 (5) L4
D
9.36.2 Calculate the length of AB. (4) L4
[8]
A

TOPIC 10. MEASUREMENT

Remember that in this section the formulae for calculating the surface area of right prisms are NOT GIVEN
in the question paper. Hence, one must be able to be able to work out the formulae:
Surface Area EXAMPLES OF RIGHT PRISMS
When calculating the surface area of right
prisms, first calculate the areas of the polygons
making up the figure then add all the individual
areas to make up the total surface area.
Surface Area = Sum of areas of individual
polygons
Volume
When calculating the area of a right prism
calculate the area of the base and then multiply
by the height
Volume = Area of the base x height

The formulae for the volume and surface area of a cone and sphere are provided in the question.

ACTIVITIES
10.1 The diagram shows the regular octagon
inscribed in a circle of radius r cm and with
centre O. A and B are two vertices of the
octagon. AO, BO and AB are drawn.

10.1.1 Show that the area of the octagon is (4) L3

2 2r 2 cm2
10.1.2 If r = 5cm , calculate the perimeter of (3) L2
the octagon
[7]

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Mathematics KZN-GRADE Gr 11 Revision 2024

10.2
In the diagram, the right rectangular prism has
a square base of x cm and the height of
(180 − 5x ) cm.

Calculate the maximum surface area of the (5) L3

prism

10.3 The solid was made by drilling the right

circular cone out of a right rectangular prism
(i.e. the cone is removed from the prism)
P, Q, R, and S are the vertices of Prism such
that PQ = 20 cm, QR = 15 cm, RS = 12 cm.
The radius of the cone, r , is 4.5 cm
and the height of the cone, h , is 6 cm. The
slant height of the cone is l.

Calculate the total surface area of the solid. (7) L4

10.4 The cylindrical container shown will be filled

with spherical marbles. the container has a
radius of R cm and a perpendicular height of
h cm. The volume of the container is
300 cm3 .
The radius of each marble is 0.75 cm.
Show that the height of the container,
10.4.1 300
h , is given by h = 2
R (2) L2
10.4.2 The container is filled with 100
marbles. Then water is poured into the
container until the water reaches the
top. Calculate the volume of water that
was poured into the container. (3) L4
[5]

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Mathematics KZN-GRADE Gr 11 Revision 2024

10.5 The perpendicular height, AC, of the cone is 2

metres and the radius is r. AB is the slant
height.
ˆ = 36
BAC

Calculate the total surface area of the cone.

(6) L3

10.6 The sketch shows a hemisphere with smaller

hemisphere cut out:

the radius of the larger hemisphere is 5 cm

and the radius of the smaller hemisphere is
3 cm . Calculate the:
10.6.1 volume (3) L2
10.6.2 surface area of the shape. (4) L3
[7]

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