..

SSIP JAN – FEB 2023

MATHEMATICS
PARTICIPANTS GUIDE

1
© COPYRIGHT

This work is protected by the Copyright Act 98 of 1978. No part of this work may be reproduced or
transmitted in any form or by any means, electronic or mechanical, including photocopying, recording
or by any information storage and retrieval system, without permission in writing from Matthew
Goniwe School of Leadership and Governance.

Whilst every effort has been made to ensure that the information published in this work is accurate,
Matthew Goniwe School of Leadership and Governance takes no responsibility for any loss or damage
suffered by any person as a result of the reliance upon the information contained therein.

2
TABLE OF CONTENTS
NO. PREAMBLE PAGE
I Foreword 4
II Purpose 4
III SSIP Aims/goals 4
IV SSIP Objectives 4
V Learning Assumed to be in place 4
VI Target Audience 5
VII Notional Hours 5
VIII Course Design and Assessment Strategy 5
IX Course outline/Map 5-6
X Table of Icons 7
XI Table of Acronyms and Abbreviations 7
XII Term ATP 8-9
XIII Course Timetable 10
MODULE 1: FUNCTIONS AND GRAPHS
Unit 1 Grade 11 :FUNCTIONS

Unit 2 Inverse and Inverse of a Linear Function

Unit 3 Inverse of a Quadratics Function

Unit 4 Inverse of an Exponential Function

Exam Type questions

MODULE 2: TRIGONOMETRY
Unit 1 Reduction formulae, Special Angles, Identities, Equations and General
Solutions

Unit 2 Compound Angles and Double angles

Unit 3 Trigonometric Graphs

Unit 4 Solution of Triangles

Exam Type questions

3
I. FOREWORD

The e-SSIP for teacher development is the initiative of the Gauteng Department of Education (GDE) in
collaboration with Matthew Goniwe School of Leadership and Governance (MGSLG). The project
involves training of teachers on weekends, running from Fridays to Sundays and was started in 2016
academic year.

II. PURPOSE

The purpose of this manual is to provide teachers with subject knowledge, content simplification,
teaching skills and tips and integration of technology (ICT skills) in the classroom.

III. SSIP AIMS/GOALS

The SSIP programme aims at professional development for Grade 10-12 teachers in the application of
effective teaching and reflective practice to improve learner performance on the identified Grade 12
examinable topics. The overall goal for SSIP is to provide teachers with professional expertise, tools
and skills to spot student learning difficulties and decide on the course of action.

SSIP came about as result of the diagnostic needs that are identified through the end of the year NSC
examination student learning data. In response to this design and development of teaching resources
are developed to train teachers on the learner needs.

The four interconnected outcomes that drive the professional development activities for SSIP are:

• Enhancing Teachers knowledge: deep understanding of subject matter knowledge and

students’ ideas on the content
• Enhancing quality teaching and assessment for learning: effective instructional approaches
that teachers may use to ensure improved understanding by most learners.
• Developing ICT integration skills: Use of ICT to improve teaching and learning
• Building professional learning communities: allow teachers to start collaborating and form
professional networks in non-formal settings in context of their schools

IV. SSIP OBJECTIVES

By the end of the workshop teachers should be able to:

• have mastered and understood all aspects related to Trigonometry and Euclidean Geometry
within the FET Mathematics Curriculum

• utilise ICT integration and encourage interactive lessons in teaching and learning

4
V. LEARNING ASSUMED TO BE IN PLACE
Majority of the Mathematics educators identified, acquired qualifications in Mathematics, Sciences
and Commercial Subjects however most the teachers were CAPS oriented to teach the subject. It was
evident from the monitoring and diagnostic reports that those teachers lack pedagogy or subject
knowledge to teach the subject efficiently and effectively.
VI. TARGET AUDIENCE
Teachers were identified through the 2020 NSC results, diagnostics report, and needs analyses of the
teacher in the Integrated Quality Management System (IQMS).

VII. NOTIONAL HOURS:

The time allocation in Mathematics according to CAPS and NPPPPR is 4, 5 hours per week.

VIII. COURSE DESIGN AND ASSESSMENT STRATEGY

• The envisaged course focuses on two modules with at least two units each viz.
✓ Module 1:
✓ Module 2: Trigonometry

• Teachers will be subjected to the variety of content knowledge, formative activities to

consolidate the content learnt, Pre-test at the beginning of each workshop session to further
verify content gaps and post-test in the last session.
IX. COURSE OUTLINE/ MAP

MODULE 1: FUNCTIONS AND GRAPHS

Objectives/Outcomes Units
• investigate the effect of a and q on the graphs of Unit 1 : Grade 11 :FUNCTIONS
𝒂
𝑓(𝑥) = 𝒂𝑥 + 𝒒 , 𝑓(𝑥) = 𝒂𝑥 2 + 𝒒, 𝑓(𝑥) = 𝑥 +
𝒒 and 𝑓(𝑥) = 𝒂𝑏 𝑥 + 𝒒; 𝑏 > 0; 𝑏 ≠ 1 Unit 2 :Inverse and Inverse of a Linear
• describe changes of shape in a graph Function
• describe vertical transformations of graphs
• work with domain and range Unit 3 :Inverse of a Quadratics Function
• work with restrictions
• use functional notation, set builder notation and
Unit 4 :Inverse of an Exponential Function
interval notation
• investigate the effect of p on the graphs of
𝑓(𝑥) = 𝑎(𝑥 + 𝑝) + 𝑞 , 𝑓(𝑥) = 𝑎(𝑥 + 𝑝)2 + 𝑞,
𝑎 Exam Type Questions
𝑓(𝑥) = 𝑥+𝑝 + 𝑞 and
𝑓(𝑥) = 𝑎𝑏 𝑥+𝑝 + 𝑞; 𝑏 > 0; 𝑏 ≠ 1
• use functional notation, set builder notation and
interval notation

5
• transform 𝑓(𝑥) into 𝑓(−𝑥), −𝑓(𝑥), 𝑎𝑛𝑑 𝑥 =
𝑓(𝑦)
• sketch graphs
• discuss the nature of the roots of graphs
• practice graph interpretation
• compare functions to non-functions
• change the domain of a function to make its
inverse a function
• do more work with the logarithmic function
Determine and sketch graphs of the inverses of the
functions defined by :
• 𝑦 = 𝑎𝑥 + 𝑞;
• 𝑦 = 𝑎𝑥 2 ;
• 𝑦 = 𝑏 𝑥 ; ( 𝑏 > 0 ; 𝑏 ≠ 1).

MODULE 2 TRIGONOMETRY
Objectives/Outcomes Units
• Understand and use compound angles Unit 1: Reduction formulae, Special Angles,
• Prove Compound angles Identities, Equations and General Solutions
• Simplify reduction formulae special angles
Unit 2: : Compound angles and Double angles
using compound angles.
• Determine general solution and solve Unit 3: Trigonometric Graphs
equation with given restrictions or interval.
Unit 4: Solution of Triangles
• Simplify Trigonometric identities
• Sketching and interpret trigonometric graphs Exam Type Questions
• Solve solution of triangles in two or three
dimensions

6
X. TABLE OF ICONS TO BE USED IN THIS MANUAL

Discussion

Group Activity

Individual Activity

Study Tips

Notes

Ice Breaker

Time

Tools

XI. TABLE OF ACRONYMS AND ABBREVIATIONS

Acronym Definition
ATP Annual Teaching Plan
CAPS Curriculum and Assessment Policy Statement
ICT Information and Communication Technology
LP Lesson Plan
FG Facilitator’s Guide
NPPPPR National Policy Pertaining to Programme and Promotion requirements
PG Participant’s Guide
FS Fact Sheet
PPT PowerPoint Presentation
TPACK Technological, Pedagogical, Content and Knowledge
TS Training Session

7
 XII. TERM 1 ANNUAL TEACHING PLAN

GAUTENG PROVINCE

MATHEMATICS – ANNUAL TEACHING PLAN –GRADE 12

DRAFT GRADE 12 ATP 2023 : JANUARY 2023

Date %
DATE TOPIC CONTENT F ASSESSMENT Completed
Complete
d

TERM 1 2 TASKS FOR

TERM 1

Week 1 1. Patterns: Revise number patterns

Number leading to those where there is a
11/1 – 13/1 constant second difference
Patterns , 4%
between consecutive terms, and
(3 days) Sequence &
the general term is therefore
Series
quadratic.

Week 2 2. Number patterns, including

Number
arithmetic and geometric
16/1 – 20/1 Patterns , sequences and series 8%
Sequence &
Series

3. Sigma notation
4. Derivation and application of the
formulae for the sum of
arithmetic:
Number 𝑛
Week 3 4.1 𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑];
Patterns , 2
F 12%
23/1 – 27/1 Sequence & 𝑛
𝑆𝑛 = (𝑎 + 𝑙)
Series 2

𝑎(𝑟 𝑛 −1)
4.2 𝑆𝑛 = ; (𝑟 ≠ 1); and
𝑟−1
𝑎
4.3 𝑆𝑛 = ; (−1 < 𝑟 < 1), (𝑟 ≠ 1)
1−𝑟

5. Derivation and application of

the formulae for the sum of
geometric series:
𝑛
Week 4
Number 5.1 𝑆𝑛 = [2𝑎 + (𝑛 − 1)𝑑];
2
Patterns , 15%
𝑛
30/1 – 03/2 Sequence & 𝑆𝑛 = (𝑎 + 𝑙)
2
Series
𝑎(𝑟 𝑛 −1)
5.2 𝑆𝑛 = ; (𝑟 ≠ 1); and
𝑟−1

8
 𝑎
5.3 𝑆𝑛 = ; (−1 < 𝑟 < 1), (𝑟 ≠ 1)
1−𝑟

1. Definition of a function.
2. General concept of the inverse of
a function and how the domain of
the function may need to be
restricted (in order to obtain a
one-to-one function) to ensure
Functions: that the inverse is a function.
Formal 3. Determine and sketch graphs of
Week 5 Definition , the inverses of the functions
Inverse, defined by 19%
06/2 – 10/2 𝒚 = 𝒂𝒙 + 𝒒;
exponential
and Focus on the following characteristics:
logarithmic domain and range, intercepts with the
axes, turning points, minima, maxima,
asymptotes (horizontal and vertical),
shape and symmetry, average gradient
(average rate of change), intervals on
which the function increases /decreases.

4. Determine and sketch graphs of

the inverses of the functions
defined by
𝒚 = 𝒂𝒙𝟐
Functions: Focus on the following
Formal characteristics:
Week 6 Definition ,
Inverse, domain and range, intercepts with the 23%
13/2 –17/2 axes, turning points, minima, maxima,
exponential
and asymptotes (horizontal and vertical),
logarithmic shape and symmetry, average gradient
(average rate of change), intervals on
which the function increases /decreases.

5. Revision of the exponential function

and the exponential laws and graph of
Functions: the function defined by 𝑦 = 𝑏 𝑥 where
Week 7 Formal 𝑏 > 0 and 𝑏 ≠ 0
Definition , 6. Understand the definition of a
20/2 – 24/2 Inverse, 27%
logarithm: 𝑦 = log 𝑏 𝑥 ⇔
exponential 𝑥 = 𝑏 𝑦 where 𝑏 > 0 and 𝑏 ≠ 1
and 7. The graph of the function, 𝑦 = 𝑙𝑜𝑔𝑏 𝑥
logarithmic for both the cases
0 < 𝑏 < 1 and 𝑏 > 1.

• Compound angle identities:

Week 8 sin(   ) = sin  cos   sin  cos 
Trigonometry
31%
27/2 – 03/3
cos(   ) = cos  cos   sin  sin 

Week 9 sin 2 = 2 sin  cos 

Trigonometry
35%
06/3 – 10/3 F
cos 2 = cos  − sin 
2 2

9
 = 2 cos2  − 1

= 1− 2 sin 2 
Week 10 • Revise the proof of the sine, cosine and
Trigonometry area rules.
13/3 – 17/3 38%

Week 11 • Solve problems in two and three

Trigonometry
dimensions applying the sine, cosine 42%
20/3 – 24/3
and area rules.
(3 days)
END OF TERM 1 SCHOOLS CLOSES ON 24/03/2023

XIII. COURSE TIMETABLE

DAY 1
TIME ACTIVITY
15:30 – 16:30 Arrival
16:00 – 17:00 Plenary Session: Opening and Welcome, Issuing of Training Materials
and Other Logistics
17:00 – 18:00 TS 1: Pre-Test
18:00 – 19:30 Supper

DAY 2
TIME ACTIVITY
06:30 – 08:00 Breakfast
08:00 – 10:30 TS 2: Module 1 – Unit 1
10:30 – 11:00 Tea Break
11:00 – 13:00 TS 3: Module 1 – Unit 2
13:00 – 14:00 Lunch
14:00 – 15:30 TS 4: Module 1 – Unit 3
15:30 – 16:00 TS 5: Module 2 – Unit 1
16:00 – 17:30 TS 6: Module 2 – Unit 2
17:30 – 19:00 TS 7: Module 2 – Unit 3
19:00 – 20:30 Supper

DAY 3
TIME ACTIVITY
06:30 – 08:00 Breakfast
08:00 – 09:00 TS 8: Module 2 – Unit 3
09:00 – 10:30 TS 9: Module 2 – Unit 3
10:30 – 11:00 Tea Break
11:00 – 11:45 TS 10: Module 3 – Unit 3
11:45 – 12:45 TS 11: Post Test

10
12:45 – 13:00 Closing Session:
Closing Remarks
13:00 – 14:00 Lunch

11
MODULE 1 : FUNCTIONS AND GRAPHS

INTRODUCTION

In this module participants will look at the concept of

• Grade 10 and 11 Functions and Graphs

• Inverse Functions of Linear, Quadratic and Exponential Functions

OVERVIEW
In this topic, participants will work with Functions and Graphs

CONTENT

Participants will study this module through the following units

Unit 1 Grade 10 & 11 Algebraic Functions and Graphs

Unit 2 Introduction of a inverse and Inverses : Linear Function
Unit 3 Inverse: Quadratics Function
Unit 4 Inverse : Exponential Function

UNIT 1: GRADE 10 &11 ALGEBRAIC FUNTIONS

INTRODUCTION
In this unit participants will look at the concept and revision of grade 10 and 11 functions and graphs
• Sketching linear, quadratic , hyperbolic and Exponential graphs
• Interpretation of graphs
• Effect of parameters on the functions
•

SPECIFIC OBJECTIVES
At the end of this Unit, participants should be able to:

• Generate as many graphs as necessary

• Generalise the effect of the parameters
• Reflect about the y and the x - axis
• Problem solving and graph work involving prescribed graphs
• Average gradient between two points
• Predict and identify the characteristics of a given graph/ equation: i.e. Shape,
intercepts with the axes, asymptotes, axis of symmetry, turning point, domain and
range

12
 Focus on the following characteristics:
• domain and range,
• intercepts with the axes,
• turning points,
• minima, maxima,
• asymptotes (horizontal and vertical)
• shape and symmetry,
• average gradient (average rate of change),
• intervals on which the function increases /decreases

UNIT 1: GRADE 10 & 11 ALGEBRAIC FUNCTIONS AND GRAPHS

Participants will be able to

❖ use and interpret functional notation.
❖ understand how 𝑓(𝑥) has been transformed to generate 𝑓(−𝑥), −𝑓(𝑥) , 𝑓(𝑥 + 𝑎) ,
𝑓(𝑥) + 𝑎 , 𝑎𝑓(𝑥) and 𝑥 = 𝑓(𝑦) where. 𝑎 𝜖 ℝ.

LESSON NOTES

Facts Sheet 1 Visual representations of the effect of 𝒂, 𝒒 and 𝒑 on graphs.

The linear graph can be described by the equation given by: 𝒚 = 𝑓(𝑥) = 𝒂𝑥 + 𝒒
Where 𝒂 is called the gradient and 𝒒 is the y-intercept to this graph.

PROPERTIES RELATING TO ALL FUNCTIONS

x-intercept: Point on the x-axis where 𝒚 = 𝟎 (solve for x when 𝑦 = 0)
y-intercept: Point on the y-axis where 𝒙 = 𝟎 (substitute 𝑥 = 0)
Domain: The set of all x-values that make the function true (usually 𝑥 ∈ ℝ, unless there is a
vertical asymptote)
Range: The set of all y-values that make the function true (usually 𝑥 ∈ ℝ, unless there is a
horizontal asymptote)

TRANSFORMATIONS IN FUNCTIONS
g(x) = f(– x) Reflection of f about the y-axis
(𝑥; 𝑦) becomes (−𝑥; 𝑦)
g(x) = f(x) + q Translation of f up or down q units q > 0 UP or q < 0 DOWN
(𝑥; 𝑦) becomes (𝑥; 𝑦 + 𝑞)
g(x) = f(x + p) Translation of f to the left or right p units p > 0 LEFT or p < 0 RIGHT
(𝑥; 𝑦) becomes (𝑥 + 𝑝; 𝑦)
g(x) = – f(x) Reflection of f about the x-axis
(𝑥; 𝑦) becomes (𝑥; −𝑦)
x = f(y) Reflection of f about the line y = x
(𝑥; 𝑦) becomes (𝑦; 𝑥)
g(x) = f(ax) If 𝑎 > 1 the graph is closer to the y-axis,
if 0 < 𝑎 < 1 the graph flattens or is far
from the y-axis

13
Straight Line : 𝑦 = 𝑓(𝑥) = 𝒂𝑥 + 𝒒
𝒂>𝟎 𝒂<𝟎 𝒂=𝟎 𝒂 𝒖𝒏𝒅𝒆𝒇𝒊𝒅𝒆𝒅
(increasing) (decreasing) constant
𝒒>𝟎 𝒚=𝒒 𝒙 = 𝒌, where
k∈ℝ

𝒒<𝟎

𝒒=𝟎

Domain 𝒙∈ℝ 𝒙∈ℝ 𝒙∈ℝ 𝒙=𝒌

Range y∈ℝ y∈ℝ y=𝒒 y∈ℝ

14
 𝑦 = 𝑓(𝑥) = 𝒂𝑥 2 + 𝒒

Parabola : 𝑦 = 𝑓(𝑥) = 𝒂𝑥 2 + 𝑏𝑥 + 𝑐 OR 𝑓(𝑥) = 𝒂(𝑥 + 𝑝)2 + 𝑞 OR

𝑓(𝑥) = 𝒂(𝒙 − 𝒙𝟏 )(𝒙 − 𝒙𝟐 )
𝒂>𝟎 𝒂<𝟎
𝒃>𝟎 𝒃>𝟎
𝒄>𝟎 𝒄>𝟎
∆> 𝟎 ∆> 𝟎
Concave up Concave down/
/smiling shape frowning shape
Minima Maxima

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ [𝒒; ∞) or y ≥ 𝒒 y ∈ (−∞; 𝒒] or y ≤ 𝒒
𝒂>𝟎 𝒂<𝟎
𝒃<𝟎 𝒃<𝟎
𝒄>𝟎 𝒄>𝟎
∆> 𝟎 ∆> 𝟎

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ [𝒒; ∞) or y ≥ 𝒒 y ∈ (−∞; 𝒒] or y ≤ 𝒒

15
 𝒂>𝟎 𝒂<𝟎
𝒃>𝟎 𝒃>𝟎
𝒄<𝟎 𝒄<𝟎
∆> 𝟎 ∆> 𝟎

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ [𝒒; ∞) or y ≥ 𝒒 𝒚 ∈ (−∞; 𝒒]or y ≤ 𝒒
𝒂>𝟎 𝒂<𝟎
𝒃=𝟎 𝒃=𝟎
𝒄>𝟎 𝒄<𝟎
∆< 𝟎 ∆< 𝟎

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ [𝒒; ∞) or y ≥ 𝒒 y ∈ (−∞; 𝒒] or y ≤ 𝒒
𝒂>𝟎 𝒂<𝟎
𝒃>𝟎 𝒃>𝟎
𝒄>𝟎 𝒄<𝟎
∆= 𝟎 ∆= 𝟎
Roots are Roots are
Perfect square. Perfect square

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ [𝟎; ∞) or y ≥ 𝟎 y ∈ (−∞; 𝟎] or y ≤ 𝟎

16
ACTIVITY 1 : INVESTIGATING THE PARAMETERS a, p AND q . FOR A
PARABOLIC GRAPH.
Sketch the graphs on the set of axes given, these graphs should meet the set parameters and
write down the domain and rage of each graph.
𝑓(𝑥) = 𝒂(𝑥 + 𝒑)2 + 𝒒

𝑝>0 𝑝>0
𝑎>0 𝑎<0 𝑎>0 𝑎<0
𝑞<0

Domain
Range
𝑞>0

Domain
Range

17
EXPONENTIAL GRAPH
𝑦 = 𝑓(𝑥) = 𝒂𝑏 𝑥 + 𝒒 and ; 𝑏 > 0; 𝑏 ≠ 1
Where 𝑦 = 𝑞 is the equation of the horizontal asymptote

𝑏>1 𝑎>0 𝑎<0

𝑞>0

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ (𝒒; ∞) or y > 𝒒 y ∈ (−∞; 𝒒) or y < 𝒒
q<0

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ (𝒒; ∞) or y > q y ∈ (−∞; 𝒒) or y < q
q=0

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ (𝟎; ∞) or y >𝟎 y ∈ (−∞; 𝟎) or y < 0

18
 𝑦 = 𝑓(𝑥) = 𝒂𝑏 𝑥 + 𝒒 and ; 𝑏 > 0; 𝑏 ≠ 1
Where q is the horizontal asymptote

0<𝑏<1 𝑎>0 𝑎<0

𝑞>0

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ (𝒒; ∞) or y > 𝒒 y ∈ (−∞; 𝒒) or y < 𝒒

𝑞<0

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ (𝒒; ∞) or y > q y ∈ (−∞; 𝒒) or y < q

𝑞=0

Domain 𝒙∈ℝ 𝒙∈ℝ

Range y ∈ (𝟎; ∞) or y > 𝟎 y ∈ (∞− ; 𝟎) or y < 0

19
Activity 2 : Investigating the parameters a, p and q. for a parabolic graph.
Sketch the graphs on the set of axes given, these graphs should meet the set parameters and
write down the domain and rage of each graph.
𝑓(𝑥) = 𝒂𝑏 𝑥+𝒑 + 𝒒 and 𝑏 ≠ 1

𝑏<0 𝑝>0 𝑝>0

𝑎>0 𝑎<0 𝑎>0 𝑎<0
𝑞<0

Domain
Range
𝑞>0

Domain
Range

20
 𝒂
𝑦 = 𝑓(𝑥) = +𝒒
𝑥

21
HYPERBOLA GRAPH
𝑎
𝑦 = 𝑓(𝑥) = +𝒒
𝑥+𝑝
Where 𝑥 = −𝑝 and 𝑦 = 𝑞 are the equations of the asymptotes and the axis of
symmetry for each graph is: 𝑦 = 𝑓(𝑥) = ±(𝑥 + 𝑝) + 𝑞
𝑝>0 𝑝<0
𝑎>0 𝑎<0
𝑞>0

Domain 𝒙 ∈ ℝ and 𝒙 ≠ 𝒑 𝒙 ∈ ℝ and 𝒙 ≠ −𝒑

Range y ∈ (−∞; ∞) or 𝒚 ∈ 𝑹 and 𝒚 ≠ 𝒒 y ∈ (−∞; ∞) or 𝒚 ∈ 𝑹 and 𝒚 ≠ 𝒒
q<0

Domain 𝒙 ∈ ℝ and 𝒙 ≠ 𝒑 𝒙 ∈ ℝ and 𝒙 ≠ −𝒑

Range y ∈ (−∞; ∞) or 𝒚 ∈ 𝑹 and 𝒚 ≠ 𝒒 y ∈ (−∞; ∞) or 𝒚 ∈ 𝑹 and 𝒚 ≠ 𝒒
𝑞=0

Domain 𝒙 ∈ ℝ and 𝒙 ≠ 𝒑 𝒙 ∈ ℝ and 𝒙 ≠ 𝒑

Range y ∈ (−∞; ∞) or 𝒚 ∈ 𝑹 and 𝒚 ≠ 𝟎 y ∈ (−∞; ∞) or 𝒚 ∈ 𝑹 and 𝒚 ≠ 𝟎

22
Activity 3: Investigating the parameters a, p and q. for a parabolic graph.
Sketch the graphs on the set of axes given, these graphs should meet the set parameters and
write down the domain and rage of each graph.
𝒂
𝑓(𝑥) = 𝒙+𝒑 + 𝒒

𝑝>0 𝑝>0
𝑎>0 𝑎<0 𝑎>0 𝑎<0
𝑞<0

Domain
Range
𝑞>0

Domain
Range

23
𝑓(𝑥) = 𝒂(𝑥 + 𝒑)2 + 𝒒 SOLUTION ACTIVITY 1

24
𝑓(𝑥) = 𝒂𝑏 𝑥+𝒑 + 𝒒; 𝑏 > 0; 𝑏 ≠ 1 SOLUTION ACTIVITY 2

25
FACTS SHEET 2 Properties and equations of Algebraic functions Grade 10 – 12

𝒂 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
Function 𝒂𝒙 + 𝒒 +𝒒 𝒂𝒃𝒙+𝒑 + 𝒒
𝒙+𝒑 𝒂(𝒙 + 𝒑) + 𝒒 𝟐

𝑥∈ℝ 𝑥 ∈ ℝ; 𝑥∈ℝ
Domain 𝑥∈ℝ
𝑥 ≠ −𝑝

−𝑏 𝑦 > 𝑞 if
𝑦 ≥ 𝑓 ( 2𝑎 ) if a  0 𝑎>0
−𝑏
𝑦 ≤ 𝑓 ( 2𝑎 ) if𝑎 < 0 Or
𝑦 ∈ ℝ;
Range 𝑦∈ℝ
𝑦≠𝑞 OR 𝑦 ≥ 𝑞 if a  0 𝑦 < 𝑞 if
or 𝑎<0
𝑦 ≤ 𝑞 if a  0 .

−𝑏 −𝑏
( ; 𝑓 ( ))
2𝑎 2𝑎
or
Turning 𝑥1 + 𝑥2 𝑥1 + 𝑥2
Point ( ;𝑓( ))
2 2
OR
(−𝑝; 𝑞)

Vertical
asymptote
𝑥 = −𝑝
Asymptotes 𝑦 = 𝑞
Horizontal
asymptote
𝑦=𝑞
𝑦 −𝑏
Axis of 𝑥= OR
2𝑎
= ±(𝑥 + 𝑝)
Symmetry 𝑥 = −𝑝
+𝑞

x-intercept Let y = 0
y-intercept Let x = 0

26
Nature of roots

27
Equations of algebraic graphs
General rule: For every variable in a formula (other than 𝑥 and 𝑦), you need a point P(𝑥1 ; 𝑦1 )
and a gradient (𝑚) to substitute.
NB: The gradient can be given the many forms i.e. parallel or perpendicular lines, angle of
inclination or given any TWO points where graph is passing determine the gradient/slope of
a straight line.
You could then solve simultaneous equations. There are shorter methods too:
The straight line 𝒚 = 𝒂𝒙 + 𝒒 (Below, 𝒎 is used for 𝒂)

The quadratic function 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 (the simplified form of the 2 equations

below)
• When the turning point and another point is given

• When the intercepts and another point is given

28
The Hyperbola

The exponential function

𝒇(𝒙) = 𝒂𝒃𝒙+𝒑 + 𝒒

horizontal translation/shift horizontal of the asymptote

29
Type of question Interpretation
Notations Explanations
𝑓(𝑥) = 𝑓(−𝑥) Reflection of f about the y-axis
𝑓(𝑥) = −𝑓(𝑥) Reflection of f about the x-axis
𝑓(𝑥) = 𝑔(𝑥 + 𝑝) Graph of g is the image of f after a horizontal translation of p units
𝑓(𝑥) = 𝑓(𝑥) + 𝑞 Graph of g is the image of f after a vertical translation of q units
𝑓(𝑥) < 0 f(x) must be less than zero or negative
f(x) lies below the x-axis value is excluded
f ( x)  g ( x) f(x) must be less than g(x), f(x) lies below g(x)
f ( x)  0 f(x) must be greater than or equal to zero (positive or zero)
f(x) lies above x-axis value is included
f ( x)  g ( x) f(x) must be greater than g(x), f(x) lies above g(x) value is excluded
𝑓(𝑥) ∙ 𝑔(𝑥) < 0 One of the two graphs must be above x-axis while the other must be
below x-axis. Value is excluded
𝑓(𝑥) ∙ 𝑔(𝑥) ≥ 0 Both the two graphs are above the x-axis, or both the two graphs are
below the x-axis. Value is included.
𝑓(𝑥) ∙ 𝑔(𝑥) = 0 Either f ( x) = 0 or g ( x) = 0
x-intercepts of f(x) and g(x)
f ( x) − g ( x) = 0 f ( x) = g ( x)
Points of intersection
( Excluded because of restriction

] Included because of restriction

(;] first-value excluded, and last-value is included as a result of restriction

( ; ) or   or  Values excluded

[ ; ] or   Values included

𝑓(𝑥) One of the two graphs must be above x-axis while the other must be
<0 below x-axis. 𝑔(𝑥) ≠ 0
𝑔(𝑥)
f ( x) Both the two graphs are above the x-axis or both the two graphs are
0
g ( x) below the x-axis. 𝑔(𝑥) ≠ 0.

30
 SKETCHING GRAPHS I.E. NOT USING A TABLE OF VALUES
Be able to find the following from the equation of the graph.

• Its shape from the value of a.

• Its y-intercept or vertical shift from the value of q.
• Its horizontal shift from –p
Important points to plot are

➢ x-intercepts Let 𝑓(𝑥) = 0 in the equation i.e. Let 𝑦 = 0 these are

the roots
➢ y-intercept(s) Determine 𝑦 for 𝑓(0) = 0 i.e. Let 𝑥 = 0
➢ Turning point(s) (−𝑝; 𝑞) for a quadratic function
If you need another point, choose an 𝑥-value and substitute it into the
equation of the graph.

• Lines to that can be shown are asymptotes: 𝑥 = −𝑝and 𝑦 = 𝑞 for the

hyperbola and exponential functions and axes of symmetry for the
quadratic function and the hyperbola
If asked to reflect a graph about

• The 𝑥- axis the 𝑦 -values change their sign

• The 𝑦- axis the 𝑥 -values change their sign
• The line 𝑦 = 𝑥, the 𝑥 −and 𝑦 − values swop around, this gives an inverse
and if the inverse is a function it is named 𝑓 −1 (𝑥).

31
 Activity 1. Group Individual Work (15 Minutes)

Instructions:
You may discuss approaches to the answers as a group; however each participant must complete
their own set of answers.
As you work, fill in full equations and coordinates of points plotted on the Cartesian plane.

On the Cartesian plane below is the graph of 𝑔(𝑥) = 3𝑥 .

1 𝑥
1.1 On the same Cartesian plane sketch the graph of ℎ(𝑥) = ( )
3

1.2 Describe the transformation from 𝑔 to ℎ.

1.3 Write the equation of ℎ in terms of 𝑥 in another way.
1.4 On the same Cartesian plane sketch the graph of 𝑚 the reflection of 𝑔 in the 𝑥-axis.
1.5 Write the equation of 𝑚 in terms of 𝑔(𝑥) and in terms of 𝑥.
1.6 Draw the graph of 𝑦 = 𝑥 on the axes.
1.7 Draw the graph of 𝑛 the reflection of 𝑔 about the line 𝑦 = 𝑥.
1.8 Determine the equation of 𝑛 in terms of 𝑥. Write the equation in the form 𝑦 =….
1.9 What grade would all these questions be suitable for?
1.10 Which questions could you use for other grades? Which grades?

32
Refer to the graphs drawn above
1.11 For which values of 𝑥 is 𝑔(𝑥) < ℎ(𝑥)?
1.12
• Calculate the distance between 𝑔(𝑥) and 𝑚(𝑥) in terms of 𝑥
• Calculate the distance between 𝑔(𝑥) and 𝑚(𝑥) when 𝑥 = 1. Check your answer by
comparing the graphs.
1.13

• Determine the value of 𝑦 for ℎ(𝑥 + 2) when 𝑥 = −2.

• Sketch ℎ(𝑥 + 2) to check your answer.

1.14
• Which of the graphs have one real root?

• Which of the graphs have no real roots?

1.15 What concepts have these three questions tested?

33
Exercise 2

(15 Minutes)

Instructions:
You may discuss approaches to the answers as a group; however each participant must complete
their own set of answers.
A: General equation: 𝑦 = 𝑎𝑥 + 𝑝 B: General equation: 𝑦 = 𝑎𝑏 𝑥 + 𝑞
3
Equation of parent graph: 𝑓(𝑥) = 4 𝑥 Equation of parent graph: 𝑓(𝑥) = 1. 4𝑥

34
 𝑎
C: General equation: 𝑦 = 𝑥 + 𝑝 D: General equation: 𝑦 = 𝑎𝑥 2 + 𝑞
3
Equation of parent graph: 𝑓(𝑥) = 𝑥 Equation of parent graph: 𝑓(𝑥) = −1𝑥 2

The graphs above show transformations of 𝑓(𝑥), the parent graph, and transformations of each other.
Answer the questions which follow.
Complete these relationships:
A.
• 𝑎(𝑥) = _____ 𝑓(𝑥)
• 𝑙(𝑥) = 𝑓(𝑥)_________
B.
• 𝑘(𝑥) = _____ 𝑓(𝑥)
• 𝑗(𝑥)= 𝑓(𝑥)_________

C.
• 𝑔(𝑥) = _____𝑓(𝑥)
• ℎ(𝑥)= 𝑔(𝑥)_________
D.
• 𝑛(𝑥) = _____ 𝑚(𝑥)
• 𝑚(𝑥)= 𝑓(𝑥)_________
1.2 Use the above relationships, and a point on each graph if necessary, to give equations for the
graphs in terms of 𝑥. Write the equations on the graphs.

35
 Exercise 3. Group Work (15 Minutes)

Instructions:
You may discuss approaches to the answers as a group; however each participant must
complete their own set of answers.

3.1 Write equations for 𝑓(𝑥); 𝑔(𝑥); ℎ(𝑥); 𝑙(𝑥)and 𝑘(𝑥) in the form 𝒚 = 𝒂(𝒙 + 𝒑)
by finding the slope and y-intercept.
3.2 Calculate the x-intercepts of for 𝑓(𝑥); 𝑔(𝑥); ℎ(𝑥); 𝑙(𝑥)and 𝑘(𝑥) and check
your answers against the graphs.
3.3 Describe the horizontal transformations from 𝑓(𝑥) to 𝑔(𝑥)and 𝑓(𝑥) to ℎ(𝑥) and
𝑙(𝑥) to 𝑘(𝑥).
3.4 Compare the equations of 𝑔(𝑥), ℎ(𝑥)and 𝑘(𝑥) in the form 𝑦 = 𝑎(𝑥 + 𝑝) to their
𝑥-intercepts and draw a conclusion.

36
 𝑎
3.5 Look at the general equations of other graphs: 𝑓(𝑥) = 𝑎(𝑥 + 𝑝)2 + 𝑞, 𝑓(𝑥) = 𝑥+𝑝 + 𝑞
and ℎ(𝑥) = 𝑎𝑏 𝑥+𝑝 + 𝑞; 𝑏 > 0; 𝑏 ≠ 1.
• Do you think we can apply our conclusion to (𝑥 + 𝑝) in the straight line graph to the
(𝑥 + 𝑝)’s in these graphs?
Exercise 4. Group Work (15 Minutes)

Instructions:
You may discuss approaches to the answers as a group; however each participant must
complete their own set of answers.

Refer to the graphs of the quadratic function 𝑓(𝑥) = 𝑎(𝑥 + 𝑝)2 + 𝑞 drawn below.

4.1 Let’s look at the transformation from 𝑓(𝑥) to 𝑘(𝑥)

• Describe the horizontal transformation from 𝑓(𝑥) to 𝑘(𝑥)

• Test the equation for 𝑘(𝑥) namely 𝑘(𝑥) = (𝑥 − 2)2 , by substituting (0; 4), a point
on 𝑘(𝑥), into the equation.
• Did the conclusion from above work i.e. Is the horizontal shift is opposite to the
value of 𝑝? If so why/why not?
• Write the equation of 𝑘(𝑥)on its graph
4.2. Let’s look at the transformation from 𝑘(𝑥) to 𝑙(𝑥)
• Write the equation for 𝑙(𝑥) in terms of 𝑘(𝑥)
• Write the equation for 𝑙(𝑥) in terms of 𝑥 in the form: 𝑓(𝑥) = 𝑎(𝑥 + 𝑝)2 + 𝑞
• The point (0; −4) lies on 𝑙(𝑥), does it satisfy the equation?

37
 • Write the equation of 𝑙(𝑥)on its graph
4.3. Finally, let’s look at the transformation from 𝑓(𝑥) to 𝑚(𝑥)
• What is the horizontal transformation from 𝑓(𝑥) to 𝑚(𝑥)?
• Write an equation for 𝑚(𝑥) in terms of
➢ 𝑓(𝑥) … ..
➢ 𝑥
• Test the equation for 𝑚(𝑥) in terms of 𝑥 by substituting a point on 𝑚(𝑥)into its
equation
• Draw the graph of 𝑛(𝑥) = 𝑘(𝑥) + 1 on the axes
• Give its equation in the form 𝑛(𝑥) = 𝑎(𝑥 + 𝑝)2 + 𝑞
• Draw a conclusion for 𝑎(𝑥 + 𝑝)in a quadratic function
Exercise 5. Individual Work (15 Minutes)

Instructions:
Do this on your own. You may use your notes to help you.
𝑎
The graph of 𝑔(𝑥) = 𝑥+𝑝 + 𝑞 is given below.

5.1 Determine the values of 𝑎, 𝑝 and 𝑞.

5.2 Hence give the equation of 𝑔.

38
 12
5.3 If the equation of g is: 𝑔(𝑥) = − 𝑥+2 − 3

➢ Give the coordinates of the point of intersection of the asymptotes

➢ Show your working to explain the concept.
➢ Check your answer against the graphs of the asymptotes
• Give the equation of the horizontal line asymptote.
➢ Explain how you used the equation to get your answer
➢ Check your answer against its graph
• Give the equation of the vertical asymptote
➢ Explain how you used the equation to get your answer
➢ Check your answer against its graph

5.4

• Use the coordinates of the point of intersection of the asymptotes to give the equations of
the lines of symmetry.
Give another way to determine the equations of the lines of symmetry.

Exercise 6. Individual Work (15 Minutes)

Instructions:
Do this on your own. You may use your notes to help you.

The graphs below show 𝑓(𝑥) = 2𝑥 and two transformations of it 𝑘(𝑥) and 𝑙(𝑥).

6.1 Write the equations of the asymptotes of 𝑓(𝑥), 𝑘(𝑥) and 𝑙(𝑥)

6.2 This equation for 𝑘(𝑥) shows its 𝑦-intercept: 𝑘(𝑥) = 4. 2𝑥 . Write another equation

for 𝑘(𝑥)

39
 6.2 Is the transformation from 𝑓(𝑥) to 𝑘(𝑥) a vertical or horizontal shift? Explain

6.4 Compare the graphs of 𝑓(𝑥) and 𝑙(𝑥). Is there a vertical transformation?

What tells you this?

6.5 Write these equations in terms of 𝑥.

➢ 𝑙(𝑥) = 𝑘(𝑥) + 2
➢ 𝑙(𝑥) = 𝑓(𝑥 + 2) + 2
➢ Do they give the same result?
6.6 On the above axes sketch the graph of 𝑚(𝑥) = 6. 2𝑥

6.7 Can you write its equation in another way? Explain

Exercise 7 Group Individual Work (15 Minutes)

Instructions:
You may discuss approaches to the answers as a group; however each participant must complete their
own set of answers.

Study these reflections of graphs about the 𝑥- and 𝑦- axis. Then answer the questions that follow.
Function Reflected about the 𝑥-axis Reflected about the 𝑦-axis
𝑓(𝑥) = 𝑥

Reflected about the 𝑥-axis

Reflected about the 𝑦-axis

40
 𝑓(𝑥) = 𝑥 2

Reflected about the 𝑥-axis

Reflected about the 𝑦-axis

1
𝑓(𝑥) =
𝑥

Reflected about the 𝑥-axis

Reflected about the 𝑦-axis

7.1
• When reflecting any of the functions 𝑓(𝑥) about the x–axis
➢ the y-values become __________
➢ 𝑓(𝑥)becomes __________𝑓(𝑥)
• When reflecting any of the functions 𝑓(𝑥) about the y–axis

➢ the x-values become___________

➢ 𝑓(𝑥)becomes 𝑓(_______𝑥)

7.2
• In which function does 𝑓(𝑥) stay the same after a reflection? ___________________________

• This happens when it is reflected about the __________axis

• Why does it happen? ____________________________________________________________

7.3
• Which function gives the same equation after reflection about the 𝑥- and 𝑦- axis? ________________
Give the equation of 𝑓(𝑥) after reflection about the x- and y- axis _________________________________

41
Instructions:
You may discuss approaches to the answers as a group;
𝑥+3
A. The diagram below shows hyperbola 𝒈 defined by the equation 𝑔(𝑥) = 𝑥+1 . The graph of 𝒈
intersects the 𝒙-axis at T and the 𝒚-axis at (0; 3). The line 𝒚 = 𝒙 intersects the hyperbola in the first
quadrant at S.

𝑎
8.1 Show that this equation can be written as: 𝑔(𝑥) = 𝑥+𝑝 + 𝑞 (2)

8.2 Calculate the 𝑥-coordinate of T. (2)

8.3 How would you calculate the length of OS? (5)

8.4 For which values of 𝑘 will the equation 𝑔(𝑥) = 𝑥 + 𝑘 have two real roots that are of

Opposite signs? (1)

Note: For 8.2 if you gave this to your learners you may just ask them to calculate the length of OS.

B. For which value 𝑘 will the equation 𝑥 2 + 𝑥 = 𝑘 have no real roots? (4)

42
 Exercise 9.

Instructions:
Do this as an exam, no resource material and no discussion is allowed.

As you read the question, fill in the information on the sketch. Do the same once you have
answered a question.

Question 9
𝑎
The function f, defined by 𝑓(𝑥) = 𝑥+𝑏 + 𝑐, the following properties:

• The range of f is 𝒚 ∈ ℝ and 𝒚 ≠ 𝟏

• The graph f passes through the origin
• 𝑃(√2 + 2; √2 + 1) lies on the graph f.
9.1 Write down the value of c. (1)
9.2 Calculate the values of a and b. (5)
9.3 Sketch the graph of f, your graph must include the asymptotes if any (4)

43
EXAM TYPE QUESTION
QUESTION 1

Sketched below are the graphs of: g (x) = − 2x + 8 ; 𝑓(𝑥) = 𝑥 2 + 𝑘 and

6
ℎ(𝑥) = 𝑥−2 + 1. A and B are the x- and y - intercepts of h respectively,

C (−6 ; 20) and E are the points of intersection of f and g .

1.1 Calculate the coordinates of A, B and E. (6)

1.2 Show that the value of k = − 16 (2)

1.3 Give the domain of f (1)

1.4 Give the range of f (1)

1.5 Write down the values of 𝑥 for which g (x)− f (x)  0 (2)

1.6 Determine the equation of the axis of symmetry of ℎ if its gradient is negative. (3)

1.7 Write down the range of 𝑠, if 𝑠(𝑥) = 𝑓(𝑥) + 2. (3)

1.8 Write down the range of 𝑡, 𝑖𝑓 𝑡(𝑥) = ℎ(𝑥) + 2. (3)

[21]

44
UNIT 2: Inverse and Linear Function
INTRODUCTION
In this unit participants will look at the concept of
• Definition of a function?
• How to get the inverse of function
• The inverse of a linear function
LEARNING OUTCOME
At the end of this Unit, participants should be able to:

• Define a function
• Test whether a graph is a function or not a function
• Test whether is a one-to-one function
• Determine the inverse of a linear function
• We need to know whether the inverse is a function or not.

LESSON NOTES

DEFINITION
A function is a relationship between two variables namely 𝑥 and 𝑦, where for every value of
𝑥 value there is one corresponding value for 𝑦.
• A relation for which each element of the domain (x) corresponds to
exactly one element of the range (y).
• For every x-value there is only one possible y-value

• To test for a function on a graph, use the ‘vertical line test’ – run a ruler from left to
right. If your ruler only ever cuts the graph in one spot then the graph is a is a function

45
Given set:
𝑥 ∈ {1; 2; 3; 4}
𝑦 ∈ {1; 2; 3; 4}
Rule: 𝑦 = 2𝑥
The mapping in the diagram shows
one-to- one relationship.
{(1; 2); (2; 4); (3; 6); (4; 8)}
This is a function

Given set:
𝑥 ∈ {1; 2; 3}
𝑦 ∈ {1; 2; 3; 4}
Rule: 𝑦 ≤ 𝑥
The mapping in the diagram shows
many to many relationships.
{(1; 1); (2; 1); (2; 2); (3; 1); (3; 2)}
This is not a function

Given set:
𝑥 ∈ {−2; −1; 1; ; 2; }
𝑦 ∈ {2; 5}
Rule: 𝑦 = 𝑥 2 + 1
The mapping in the diagram shows
many-to-one relationships.
{(−2; 5); (−1; 2) ; (1; 2); (2; 5)}
This is a function

46
 Inverses: function or not?

• One way to decide whether a graph represents a function is to use the vertical line test. If
any line drawn parallel to the 𝑦-axis cuts the graph only once, then the graph represents a
function.
• The inverse of a graph reflects the graph about the line 𝑦 = 𝑥.
• We deal with inverses of the following functions: 𝑦 = 𝑎𝑥 + 𝑞;
• If the inverse of say, 𝑓(𝑥), is a function the inverse is denoted by 𝑓 −1 (𝑥).

NB.
We must be able to denote the difference in notation between the function and its inverse. The
standard notation is 𝑓(𝑥)for the function and 𝑓 −1 (𝑥) for the inverse.
1
Do not confuse 𝑓 −1 (𝑥) with 𝑓(𝑥)as they do not represent the same thing.

INVERSE FUNCTION
A function that undoes the action of another function
A function g is the inverse of a function f if
whenever y = f (x) then x = g(y)
Exercise

Instructions:
1.1 You may discuss approaches to the answers as a group
1. Do the following graphs represent a function or not? Explain.
2. Determine whether they are one to one or one to many
Test whether they are one to one or one to many?
Graph A Graph B Graph C

1.2 Look at the sketch of the graph of 𝑓(𝑥) = −2𝑥 − 6 and its inverse below:

47
 1.2.1 Is it acceptable to write the inverse of 𝑓 as𝑓 −1 ?
1.2.2 Give the domain and range of 𝑓.
1.2.3 Will the domain and range of 𝑓 −1 look the same or different? Explain.

To determine the EQUATION of the inverse of a function algebraically we:

• INTERCHANGE (“swap”) the x and y variables.
• Make y the subject of the formula again
Examples:
Linear Function
Equation of the given function 𝒚 = 𝟐𝒙 − 𝟓
INTERCHANGE the x- and y-values 𝒙 = 𝟐𝒚 − 𝟓
Make y the subject of the formula again to 𝒙+𝟓
𝒇−𝟏 (𝒙) = 𝒚 = 𝟐
determine the equation of the inverse in the form
y = …..

48
To determine the EQUATION of the inverse of a function algebraically we:
• INTERCHANGE (“swap”) the x and y variables.
• Make y the subject of the formula again
Examples:
Linear Function
Equation of the given function 𝒚 = 𝟐𝒙 − 𝟓
INTERCHANGE the x- and y-values 𝒙 = 𝟐𝒚 − 𝟓
Make y the subject of the formula again to 𝒙+𝟓
𝒇−𝟏 (𝒙) = 𝒚 = 𝟐
determine the equation of the inverse in the form
y = …..

49
 Graphically to plot the graph of f, we fist find the x and y-intercepts and interchange
them.
E.g. 𝒚 = 𝟐𝒙 − 𝟓
x-intercept let 𝑦 = 0
5 5
𝑥= 𝐴 (2 ; 0)
2

y-intercepts, let 𝑦 = 0
𝑦 = −5 B(0; −5)
Therefore, swapping the x and y
5
𝐴−1 (0; 2) and 𝐵 −1 (−5; 0)

REMEMBER:
You can be given the inverse then you have to determine the original equation of the function
the same procedure applies

50
To find the inverse of a function graphically we:
• First draw the graph of the given function f.
• Draw the line of reflection 𝑦 = 𝑥 (use a dotted line)
• Take any two known points on the given function, interchange their x- and y-values and
then plot the two new points
Now draw the graph of the inverse as a reflection of the graph of the given function about the
line 𝑦 = 𝑥 through the two newly plotted points

51
 Linear Function
Equation of the original function
y = 4x + 5

Graph of the original function

Graph of the inverse

−4 y = − x + 5
1 5
y= x −
4 4

IS THE INVERSE A FUNCTION? WHY?

EXERCISE
1. Given: 𝑓(𝑥) = 2𝑥 + 2 for −2 ≤ 𝑥 ≤ 3. The x-intercept of f is Q.

1.1 Determine the coordinates of Q. (2)

1.2 Write down the domain of 𝑓 −1 . (3)

1.3 Sketch the graph of 𝑓 −1 . Clearly indicating the y-intercept and the end (3)
points.
1.4 For which value(s) of x will 𝑓(𝑥) = 𝑓 −1 (𝑥)? (3)

52
UNIT 3: INVERSE OF A PARABOLA FUNCTION
INTRODUCTION

In this unit participants will look at the concept of

• We deal with inverses of the following functions: 𝑦 = 𝑎𝑥 2 and we need to know if
their inverses are functions or not.
• To ensure that the inverse is a function, the domain of the function must be restricted
LEARNING OUTCOME
At the end of this Unit, participants should be able to:
• Determine the inverse of a quadratic function
• Restrict the domain to make the inverse a function

The inverse of the quadratic function

The graph of the inverse of the parabola is NOT a function because it is a one-to-many
mapping. (a vertical line will cut it in two places)

y = ax 2

a0 a0

or

IS THE INVERSE A FUNCTION?

53
We restrict the domain of the original parabola in the following two ways so that the
inverse of the parabola is a function again:
1) x  0 : the inverse is a function 2) x  0 : the inverse is a function

Exercise

Restrict the domain of the negative quadratic function in two different ways so that the
inverse will be a function. Draw the graphs to illustrate this.

DISCUSSION EXAMPLE
The graphs of the function 𝑔(𝑥) = 3𝑥 2 and its inverse 𝑥 = 3𝑦 2 are sketched below.

1.1 Write 𝑥 = 3𝑦 2 in the form 𝑦 = ⋯ ..

1.2 Give two ways to restrict the domain of the function to ensure that

the inverse is a function.

1.3 Where will the inverse lie in each case?

54
UNIT 4: INVERSE OF AN EXPONENTIAL FUNCTION
INTRODUCTION

In this unit participants will look at the concept of

• We deal with inverses of the following functions: 𝑦 = 𝑏 𝑥 , (𝑏 > 0, 𝑏 ≠ 1) and need
to know if their inverses are functions or not.

LEARNING OUTCOME
At the end of this Unit, participants should be able to:
• Determine the inverse of an exponential function
• Introduction of logs.
• Determine that the inverse of an exponential function is a logarithmic function

Exponential Function
Equation of the given function 1
x
y = 2x
y =   or
2
y = 2− x
INTERCHANGE the 1
y
x = 2y
x- and y-values x = 
2
Make y the subject of the formula again to y = log 1 x y = log 2 x
determine the equation of the inverse in the 2

form y = …..
Introduce logs

Exponential Function
Equation of 1
x

y =   or y = 2− x
the original
2 y = 2x
function
Graph of the original function

Graph of the inverse

55
 The logarithmic function

• The exponential function and the logarithmic function are inverses

of each other.
• The definition of a logarithm: If 𝑥 = 𝑏 𝑦 ,
then 𝑦 = log 𝑏 𝑥, where 𝑏 > 0, 𝑏 ≠ 1, 𝑥 > 0
Logarithmic laws

log a x b = b log a x ( x  0)
log b x
log a x = ( b  0 and b  1 )
log b a
• 𝑥 > 0 since (a positive number)(any value) > 0
• Reflecting the logarithmic function
➢ About the 𝒙-axis 𝑦 = log 𝑏 𝑥 becomes 𝑦 = −log 𝑏 𝑥
➢ About the 𝒚-axis 𝑦 = log 𝑏 𝑥 becomes 𝑦 = log 𝑏 (−𝑥) which will
only work if 𝑥 < 0and the restriction is 𝑥 > 0 so there cannot be a
reflection about the 𝑥-axis.
➢ About the line 𝒚 = 𝒙 𝑦 = log 𝑏 𝑥, where 𝑏 > 0, 𝑏 ≠ 1, 𝑥 > 0
becomes 𝑦 = 𝑏 𝑥 where 𝑏 > 0, 𝑏 ≠ 1
Look at the Summary of graphs: 𝑦 = 𝑏 𝑥 and 𝑦 = log 𝑏 𝑥 below. 𝑏 > 0; 𝑏 ≠ 1. If 𝑏 > 0 it
can be a real number between 0 and 1 i.e. 0 < 𝑏 < 1 or any real number greater than 1
i.e. 𝑏 > 1.

56
 Exercise 1

Based on the graphs above discuss the following

1.1 Why are they called functions?

1.2 For which values of 𝑏 are they increasing?

1.3 For which values of 𝑏 are they decreasing?

1.4 Give the asymptote of 𝑦 = 𝑏 𝑥 in terms of an axis and as an equation.

1.5 Give the asymptote of 𝑦 = log 𝑏 𝑥 in terms of an axis and as an equation.

57
 Exercise 2

Look at the sketch of the graph of 𝑓(𝑥) = 3𝑥 and its inverse below:

1.1 Is it acceptable to write the inverse of 𝑓 as 𝑓 −1 ? Explain.

1.2 Give the domain and range of 𝑓.

1.3 Give the domain and range of 𝑓 −1 .

58
 Knowledge tested with functions and inverses

• Learners must know how to:

✓ draw a graph of a function if the equation is given

✓ determine the equation of a function if the graph is drawn
✓ determine the equation of the inverse of a function and also draw the graph
of the inverse of a function
✓ determine the following of the functions (or inverses)
▪ x- and y-intercepts
▪ turning points
▪ equations of the asymptotes
▪ equations of the axes of symmetry

• Also, learners must be able to:

❖ determine the domain and range of functions and their inverses

❖ state where the function (or its inverse) increases/decreases
❖ shift a function (or its inverse) –
o to the left or right
o up or down
❖ reflect a function (or its inverse) –
o in the x-axis
o in the y-axis
❖ determine the equation of a function (or its inverse) after a shift or a
reflection
❖ determine where a function (or its inverse) is positive or negative
❖ apply their knowledge of the nature of roots

59
• The following table will assist learners in answering difficult questions on graphs
of functions. Make sure they have a copy of the conditions and are able to apply
it.

Condition Interval where applicable

𝑓(𝑥) > 0 The part of the graph of 𝑓 that is above the x-axis
𝑓(𝑥) < 0 The part of the graph of 𝑓 that is below the x-axis
𝑓(𝑥) = 𝑔(𝑥) The point(s) where the graphs of 𝑓 and 𝑔 intersect
𝑓(𝑥) > 𝑔(𝑥) The part of the graph of 𝑓 that lies above the graph of g
𝑓(𝑥) ≤ 𝑔(𝑥) The part of the graph of f that lies below the graph of g, or is
equal to the graph of g
𝑓(𝑥) − 𝑔(𝑥) The distance between the two graphs, with the graph of f on top
=𝑘
𝑓(𝑥). 𝑔(𝑥) > 0 Where parts of both graphs are above the x-axis or below the x-
axis
𝑓(𝑥). 𝑔(𝑥) < 0 Part of one graph is above the x-axis and in the same interval
part of the other graph is below the x-axis

60
 EXAM TYPE QUESTIONS

2
1.The sketch below shows the graphs of 𝑓(𝑥) = log 5 𝑥 and 𝑔(𝑥) = 𝑥−1 + 1.

T and U are the x-intercepts of 𝑓 and 𝑔 respectively.

The line 𝑦 = 𝑥 intersects the asymptotes of 𝑔 at R, and the graph of 𝑔 at V.

1.1 Write down the coordinates of U. (1)

1.2 Write down the equations of the asymptotes of 𝑔. (2)
1.3 Determine the coordinates of T. (2)
1.4 Write down the equation of ℎ, the reflection of 𝑓 in the line 𝑦 = 𝑥,
in the form 𝑦 =. .. (2)
1.5 Write down the equation of the asymptote of ℎ(𝑥 − 3). (1)
1.6 Calculate the coordinates of V. (4)
1.7 Determine the coordinates of T’ the point which is symmetrical to
T about the point R .(2)
Note: T’, said T prime, is the reflection of point T.
TOTAL: 14

61
ACTIVITY 1

In the diagram below, the graph of 𝑓(𝑥) = 𝑎𝑥 2 is drawn in the interval

𝑥 ≤ 0. The graph of 𝑓 −1 is also drawn. 𝑃(−6; −12) is a point on 𝑓 and R is the point on
𝑓 −1 .

1.1 Is 𝑓 −1 a function? Motivate your answer (2)

1.2 If R is the reflection of P in the line y=x, write down the coordinates of R (1)

1.3 Calculate the value a (2)

1.4 Write down the equation of 𝑓 −1 in the form 𝑦 =. .. (3)

ACTIVITY 2

𝑥+2
Given : 𝑓(𝑥) = 𝑥−1
𝑎
2.1 Write down the equation of f in the form: 𝑓(𝑥) = 𝑥+𝑝 + 𝑞

2.2 Write down the equation equations asymptotes of f

2.3 Write down the equation of the axis of symmetry with the negative gradient.

2.4 Sketch the graph of f, clearly show all intercepts with the axes and asymptotes if
any.

2.5 For which values of x will 𝑥 ∙ 𝑓(𝑥) < 0

62
ACTIVITY 3

In the diagram below, A and B are the x-intercepts of the graph of

𝑓(𝑥) = 𝑥 2 − 2𝑥 − 3. A straight line, g, through A cuts f at C(4;5) and the y-axis at
(0;1). M is the point on f and N is a point on g such that MN is parallel to the y-axis.
MN cuts the x-axis at T.

3.1 Show that: 𝑔(𝑥) = 𝑥 + 1. (2)

3.2 Calculate the coordinates of A and B (3)
3.3 Determine the range of f (3)
3.4.1 If MN = 6 units, (4)
Determine the length of OT if T lies on the negative x-axis.
Show ALL your workings.
3.4.2 Hence, write down the coordinates of N (2)
3.5 Determine the equation of the tangent to f drawn parallel to g. (5)
3.6 For which value(s) of k will 𝑓(𝑥) = 𝑥 2 − 2𝑥 − 3. And ℎ(𝑥) = 𝑥 + 𝑘 NOT (1)
intersect?

63
ACTIVITY 4
16
The graph of 𝑓(𝑥) = 𝑙𝑜𝑔4 𝑥 is drawn below. 𝐵( 9 ; 𝑝) is a point on f.
3

4.1 For which value(s) of x if 𝑙𝑜𝑔4 𝑥 ≤ 0? (2)

3
4.2 Determine the value of p, without the use of a calculator. (3)

4.3 Write down the equation of the inverse of f in the form 𝑦 = ⋯ (2)

4.4 Write down the range of 𝑦 = 𝑓 −1 (2)

4.5 3 𝑥 (2)
The function ℎ(𝑥) = (4) is obtained after applying two reflections on f.
Write down the coordinates of 𝐵 ∥ , the image of B on h.

64
ACTIVITY 5
2
The graphs of 𝑓(𝑥) = 𝑥+1 + 4 and parabola g are drawn below.
• C, the turning point of g, lies on the horizontal asymptote of f.
• The graph of g passes through the origin.
14
• 𝐵 (𝑘; 3 ) is a point on f such that the BC is parallel to the y-axis.

5.1 Write down the domain of f (2)

5.2 Determine the x-intercept of the graph f (2)

5.3 Calculate the value of k (3)

5.4 Write down the coordinates of C (2)

5.6 Determine the equation of g in the form 𝑦 = 𝑎(𝑥 + 𝑝)2 + 𝑞 (3)

5.7 𝑓(𝑥) (4)

For which value(s) of x will 𝑔(𝑥) ≤ 0

5.8 Use the graphs of f and g to determine the number of real roots of (4)
2
− 5 = −(𝑥 − 3)2 − 5. Give reason for your answer.
𝑥

65
 ACTIVITY 6

Below are the graphs of 𝑓(𝑥) = (𝑥 − 4)2 − 9 and a straight line g.

• A and B are the x-intercepts of f and E is the turning point of f.
• C is the y-intercept of both f and g
• The x-intercept of g is D, DE is parallel; to the y-axis

6.1 Write down the coordinates of E (2)

6.2 Calculate the coordinates of A (3)

6.3 M is the reflection of C in the axis of symmetry of 𝑓.

Write down the coordinates of M (3)

6.4 Determine the equation of g in the form 𝑦 = 𝑚𝑥 + 𝑐 (3)

6.5 Write down the equation of 𝑔−1 in the form 𝑦 = ⋯ (3)

6.6 For which vales of x will 𝑥(𝑓(𝑥)) ≤ 0? (4)

66
 ACTIVITY 7
The graph 𝑔(𝑥) = 𝑎 𝑥 is drawn in the sketch below. The point 𝑆(2 ; 9) lies on g. T
is the y-intercept of g.

7.1 Write donw the coordinates of T (2)

7.2 Calculate the value of a. (2)

7.3 The graph h is obtatined by reflecting g in the y-axis. (2)

Write down the equation of h.

7.4 Write down the values of x for which 0 < 𝑙𝑜𝑔3 𝑥 < 1. (2)

67
 ACTIVITY 8
𝑎
The function f, defined by 𝑓(𝑥) = 𝑥+𝑝 + 𝑞, has the following properties:
The range of f is 𝑦 ∈ ℝ, 𝑦 ≠ 1.
The graph f passes through the origin.
𝑃(√2 + 2; √2 + 1) lies on the graph f.

8.1 Write down the value of q (1)

8.2 Calculate the values of a and p (5)

8.3 Sketch the function. Your graph must include the asymptotes, if any. (4)

ACTIVITY 9

Given : 𝑓(𝑥) = −𝑎𝑥 2 + 𝑏𝑥 + 6.

9.1 7 (5)
The gradient of the tangent to the graph of f at the point (−1; 2) is 3
1
Show that 𝑎 = 2 and 𝑏 = 2.
9.2 Calculate the x-intercept of f. (3)

9.3 Calculate coordinates of the turning point of f (3)

9.4 Sketch the graph of f. clearly indicate ALL intercepts with the axes and the (4)
turning point

9.5 Use the graph to determine the values of x for which 𝑓(𝑥) > 6. (3)

9.6 Sketch the graph of g(𝑥) = −𝑥 − 1 on the same set of axes as f. clearly indicate (2)
ALL intercept with the axes.

9.7 Write down the values of x for which 𝑓(𝑥) ∙ g(𝑥) ≤ 0 (3)

68
 ACTIVITY 10

2
The diagram below shows the graph of g(𝑥) = 𝑥+𝑝 + 𝑞
and 𝑓(𝑥) = 𝑙𝑜𝑔3 𝑥
• 𝑦 = −1 is the horizontal asymptote of g.
• B(1;0) is the horizontal asymptote of f.
• A(t;1) is a point of intersection between f and g.
• The vertical asymptote of g intersects the x-axis at W and the horizontal
asymptote at D.
• OB=BE

10.1 Write down the rage of g (2)

10.2 Determine the equation of g (2)

10.3 Calculate the value of t. (3)

10.4 Write down the equation of 𝑓 −1 , the inverse of f, in the form y= … (2)

10.5 For which values of x will 𝑓 −1 (𝑥) < 3? (2)

10.6 Determine the point of intersection of the graph of f and the axis of symmetry (3)
of g that has a negative gradient

69
 ACTIVITY 11
6
The sketch below shows the graph of 𝑓(𝑥) = 𝑥−4 + 3. The asymptotes of f
intersect at A. The graph f intersects the 𝑥-axis and 𝑦-axis at C and B
respectively.

11.1 Write down the coordinates of A. (1)

11.2 Calculate the coordinates of B. (2)

11.3 Calculate the coordinates of C. (2)

11.4 Calculate the average gradient of f between B and C (2)

11.5 Determine the equation of a line of symmetry of f which has a negative y- (2)
intercept.

Activity 12

Given : 𝑓(𝑥) = 𝑥 2 − 5𝑥 − 14 and 𝑔(𝑥) = 2𝑥 − 14

12.1 On the same set of axes, sketch the graph of f and g. Clearly indicate intercept (6)
with the axes and the turning point.
12.2 1 (2)
Determine the equation of the tangent of f at 𝑥 = 2 . 2
12.3 Determine the value(s) of k for which 𝑓(𝑥) = 𝑘 will have two unequal positive (2)
real roots.
12.4 A new graph h is obtained by first reflecting g in the x-axis and then translating (2)
it 7 units to the left. Write down the equation oh h in the form ℎ(𝑥) = 𝑚𝑥 + 𝑐

70
 ACTIVITY 13

In the sketch below, P is the y-intercept of the graph 𝑓(𝑥) = 𝑏 𝑥 . T is the x-

intercept of the graph of g, the inverse of f, R is the intersection of f and g .
Straight lines are drawn through O and R and through P and T.

13.1 Determine the equation of g (in terms of b) in form 𝑦 = ⋯ (2)

13.2 Write down the equation of the line passing through O and R. (1)

13.3 Write down the coordinates of point P (1)

13.4 Determine the equation of the line passing through P and T (2)

13.5 Calculate the value of b (5)

71
 ACTIVITY 14

2
The sketch below shows the graph of 𝑔(𝑥) = 𝑥−1 + 1
and 𝑓(𝑥) = 𝑙𝑜𝑔5 𝑥
• T and U are the x-intercepts of g and f respectively.
• The line 𝑦 = 𝑥 intersects the asymptotes of g at R, and the graph of g
at V

14.1 Write down the coordinate of U. (1)

14.2 Write down the equations of the asymptotes of g. (2)

14.3 Determine the coordinates of T. (2)

14.4 Write down the equation of h, the reflection of f in the line y=x, in the form (2)
y=…
14.5 Write down the equation of the asymptotes of ℎ(𝑥 − 3) (1)

14.6 Calculate the coordinates of V (4)

14.7 Determine the coordinates of T’ the point which is symmetrical to T about the (2)
point R.

72
 ACTIVITY 15
The sketch below shows the graph of 𝑓(𝑥) = 𝑥 2 − 2𝑥 − 3
and 𝑔(𝑥) = 𝑥 − 3
• A and B are the x-intercepts of f
• The graphs of f and g intersect at C and B
• D is the turning point of f.

15.1 Determine the coordinates of C. (1)

15.2 Calculate the length of AB. (4)

15.3 Determine the coordinates of D. (2)

15.4 Calculate the average gradient of f between C and D. (2)

15.5 ̂D
Calculate the size of OC (2)

15.6 Determine the values of k for which 𝑓(𝑥) = 𝑘 will have two unequal positive (3)
roots.
15.7 For which values of x will 𝑓’(𝑥) ∙ 𝑓’’(𝑥) > 0 (3)

15.8 The graph of a parabola f has intercepts at 𝑥 = 1 and 𝑥 = 5. 𝑔(𝑥) = 4 is the (5)
tangent of f at P, the turning point of f. sketch the graph of f, clearly showing
the intercept with the axes and the coordinates of the turning point

73
 ACTIVITY 16
Given: 𝑔(𝑥) = −𝑥 2 + 𝑥 + 6 and 𝑔(𝑥) = 2x

16.1 On the same set of axes, sketch the graph of f and g. Clearly indicate (6)
intercept with the axes and the turning point.

16.2 Determine the turning point of the graph of ℎ(𝑥) = 𝑓(𝑥 − 4). (2)

16.3 Write down the values of x for which −𝑥 2 + 𝑥 − 2𝑥 = −1. (2)

Activity 17
Sketched below are the graphs of 𝑓(𝑥) = −2𝑥 2 + 4𝑥 + 16 and 𝑔(𝑥) =
2𝑥 + 4. A and B are the x-intercept of f. C is the turning of f.

17.1 Calculate the coordinates of A and B (3)

17.2 Determine the coordinates of C, the turning point of f. (2)

17.3 Write down the range of f. (1)

17.4 The graph of ℎ(𝑥) = 𝑓(𝑥 + 𝑝) + 𝑞 has a maximum value of 15 at 𝑥 = 2.

Determine the values of p and q (3)

17.5 Determine the equation of 𝑔−1 (𝑥), the inverse of g, in the form 𝑦 = ⋯ (2)

17.6 For which values(s) of 𝑥 will 𝑔−1 (𝑥) ∙ 𝑔(𝑥) = 0? (2)

If 𝑝(𝑥) = 𝑓(𝑥) + 𝑘, determine the value(s) of k for which p, and g will (5)
NOT intersect.

74
 ACTIVITY 18
18.1 Given: 𝑔(𝑥) = 3𝑥 (2)

18.2 Write down the equation of 𝑔−1 in the form y=… (2)

18.3 Point P(6;11) lies on ℎ(𝑥) = 3𝑥−4 + 2. The graph of h is translated to form (2)
g. Write down the coordinates of the image of P on g.
Sketched is the graph of 𝑓(𝑥) = 2𝑥+𝑝 + 𝑞. 𝑇(3; 16) is a point of f and the (4)
asymptote of f is 𝑦 = −16.

18.4 Determine the values of p and q

75
RESOURCES FOR MODULE 1

1. 2023 Annual Teaching Plan

2. DBE Mathematics CAPS
3. DBE 2021 Mathematics Examination Guidelines
4. Siyavula Everything Maths Grade 10 - 11

MODULE SUMMARY
In this module, participants:
• Defined a function
• Determined that a function can be one – to – one relations or many –to- one relations
• compared functions to non-functions
• restrict the domain of a function to make its inverse a function
• do more work with the logarithmic function
• practice graph interpretation .

END OF MODULE 1
CONCLUSION
This is the end of the e-SSIP training and hopefully, it was informative and fruitfully. You
have been equipped with the Term 2 subject content and ICT skills. You have been provided
with the teaching tips on how to approach each sub-topic or content simplification. All of the
above mentioned skills will enable you to manage and enhance teaching, learning and
assessment in the classroom effectively.
Please share the knowledge gained with other colleagues within your PLCs.

76
MODULE 2: TRIGONOMETRY_____________________________________________

INTRODUCTION

In this module participants will look at the concept of trigonometry with specific focus on:
• Reduce and simplify given Reduction Formulae
• Determine and solve equations
• Proof any identity given
• Apply and proof compound angles
• Sketch and interpret trigonometric graphs
• Solution of triangles

OVERVIEW
In this topic, participants will be able to determine ,solve equations and proof identities

SPECIFIC OBJECTIVES
When participants complete this module, they should be able to:
• Proof identities

• Solve trigonometric equations

• Determine and solve using special angles.

• Proof , apply and use Compound angles
• Sketch and interpret trigonometric graphs
• Solve 2D and 3D diagrams

77
CONTENT

Participants will study this module through the following units

Unit 1 Reduction formulae, Special Angles, Identities, Equations and General

Solutions

Unit 2 Compound Angles and Double angles

Unit 3 Trigonometric Graphs

Unit 4 Solution of Triangles

UNIT 1:
DEFINITION OF TRIGONOMETRIC RATIOS, REDUCTION FORMULAE,
SPECIAL ANGLES, IDENTITIES, EQUATIONS AND GENERAL SOLUTIONS

INTRODUCTION
In this unit participants will look at the concept of Grade 10 and 11 trigonometry
LEARNING OUTCOME
At the end of this Unit, participants should be able to:
• Define of the trigonometric ratios sin θ, cos θ and tan θ in a right-angled triangle.
• Extend the definitions of sin θ, cos θ and tan θ to 0° ≤ θ ≤ 360°.
• Derive and use values of the trigonometric ratios (without using a calculator for the
special angles θ ∈ {0°; 30°; 45°; 60°; 90°, 180°, 270°, 360°}
• Derive and use the identities:
• Derive the reduction formulae.
• Determine for which values of a variable an identity holds.
• Determine the general solutions of trigonometric equations. Also, determine solutions
in specific intervals.

78
LESSON NOTES

Prior knowledge from lower grades:

Definitions of trigonometric ratios: In a right-angled

𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑦
sin 𝛼 = =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑟 r
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑥 𝑦
cos 𝛼 = =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑟
𝛼
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑦
tan 𝛼 = = 𝑥
𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑥

Mnemonic: SohCahToa

Theorem of Pythagoras states that: in a right-angled triangle, that the size of the
hypotenuse squared is equal to the sum of the other two sides squared:
Thus: 𝑟 2 = 𝑥 2 + 𝑦 2

FUNDAMENTAL IDENTITIES

Prove that:
sin 𝛼
1. tan 𝛼 = cos 𝛼

2. sin2 𝛼 + cos2 𝛼 = 1

Solutions:
sin α 𝑦 𝑥
1. 𝑅𝐻𝑆 = =𝑟÷𝑟
cos α
𝑦 𝑟
= 𝑟×𝑥
𝑥
= 𝑟 therefor LHS=RHS

2. 𝐿𝐻𝑆 = sin2 𝛼 + cos2 𝛼

𝑦 2 𝑥 2
= ( 𝑟 ) + (𝑟 )

𝑦 2 +𝑥 2 𝑟2
= 𝑟2 = 𝑟2 = 1
∴ LHS = RHS
79
Extending the definition to: 𝜶 ∈ [0°; 360°]

90°
sin(180° − 𝛼) = +sin 𝛼

cos(180° − 𝛼) = −cos 𝛼
Sine All
cos (90° − 𝛼) = sin 𝛼
tan(180° − 𝛼) = −tan 𝛼 sin (90° − 𝛼) = cos 𝛼
+𝑦 𝑟 𝑟 +𝑦

180° 𝛼 0°
+𝑥 360°
−𝑥
sin (180° + 𝛼) = −sin 𝛼 −𝑦 𝑟 −𝑦
𝑟
cos (180° + 𝛼) = −cos 𝛼

tan (180° + 𝛼) = +tan 𝛼

Cos
sin (360° − 𝛼) = −sin 𝛼

Tan 270°
cos (360° − 𝛼) = +cos 𝛼
tan (360° − 𝛼) = −tan 𝛼

As soon as the vertical axis is used, note that a CO-FUNCTION relationship is

applying,

In 1st Quadrant

sin(90° − 𝛼) = cos 𝛼
cos(90° − 𝛼) = sin 𝛼
2nd Quadrant

sin(90° + 𝛼) = cos 𝛼
cos(90° + 𝛼) = −sin 𝛼

80
SPECIAL ANGLES:

There are Two ways in which these angles can be determined, by use :
1. an isosceles right-angle triangle and scale right angled triangle.
2. A circle with radius equal to 2 units.

45° √2 30° 2
1 √3

45° 60°
1 1

OR

𝑦 √3 𝑦 1
tan 30° = = sin 30° = =
𝑥 3 𝑟 2
𝑦 𝑦 √2
tan 45° = = 1 sin 45° = =
𝑥 𝑟 2
𝑦 √3 𝑦 √3
tan 60° = = sin 60° = =
𝑥 1 𝑟 2
𝑥 1 𝑥 √2
cos 60° = = cos 45° = =
𝑟 2 𝑟 2
𝑥 √3
cos 30° = =
𝑟 2
√3
=
2
Negative angle and angles greater than 360º
Trigonometric ratios sine and tangent are both negative, but cosine is positive since
we are working in the FOUTH quadrant.
Take out the negative as a common factor (within the angle) e.g.
𝐬𝐢𝐧(−𝜶) = −𝐬𝐢𝐧 𝜶 𝐬𝐢𝐧(−𝜶 − 𝟏𝟖𝟎°) = 𝐬𝐢𝐧(−(𝜶 + 𝟏𝟖𝟎°)) = −𝐬𝐢𝐧(𝟏𝟖𝟎° + 𝜶) = −(−𝐬𝐢𝐧 𝜶) =
𝐭𝐚𝐧(−𝜶) = −𝐭𝐚𝐧 𝜶 𝐬𝐢𝐧 𝜶
𝐜𝐨𝐬(−𝜶) = 𝐜𝐨𝐬 𝜶 Method 2: Simply add 360° up until the angle becomes positive.

𝐬𝐢𝐧(−𝜶 − 𝟏𝟖𝟎° + 𝟑𝟔𝟎°) = 𝐬𝐢𝐧(𝟏𝟖𝟎° − 𝜶) = 𝒔𝒊𝒏𝜶

ALL trigonometric rations are positive since there is not much done but revolving a
full circle.
Simplify subtract 360° up until the angle becomes less
𝐬𝐢𝐧(𝒌 ∙ 𝟑𝟔𝟎° + 𝜶) = 𝐬𝐢𝐧 𝜶 𝒌∈ℤ than 360° e.g. 𝐜𝐨𝐬(𝟖𝟖𝟎°) = 𝐜𝐨𝐬(𝟖𝟖𝟎° − 𝟑𝟔𝟎°) =
𝐜𝐨𝐬(𝟓𝟐𝟎°) = 𝐜𝐨𝐬(𝟓𝟐𝟎° − 𝟑𝟔𝟎°) = 𝐜𝐨𝐬(𝟏𝟔𝟎°) =
𝐭𝐚𝐧(𝒌 ∙ 𝟑𝟔𝟎° + 𝜶) = 𝐭𝐚𝐧 𝜶 𝒌∈ℤ −𝐜𝐨𝐬𝟐𝟎°
𝐜𝐨𝐬(𝒌 ∙ 𝟑𝟔𝟎° + 𝜶) = 𝐜𝐨𝐬 𝜶 𝒌∈ℤ

81
 Worked EXAMPLES
1. If sin 16° = 𝑝 then find the following in terms p.

1.1 cos(16°)

1.2 sin 196°

1.3 tan (−736°)

1.4 sin ( − 254°)

Solutions

𝑟2 = 𝑥2 + 𝑦2 𝑦

12 = 𝑥 2 + 𝑝 2 1 74°
p
𝑥 = √1 − 𝑝2 16°
𝑜 √1 − 𝑝2 𝑥

1.1
cos(16°) = √1 − 𝑝2
1.2 sin 196° = 𝑠𝑖𝑛(180° + 16°) = 𝑠𝑖𝑛16° = 𝑝

1.3 𝑝
tan (−736°) = 𝑡𝑎𝑛(2 ∙ 360° + 16°) = 𝑡𝑎𝑛 16° =
√1 − 𝑝2
1.4 sin ( − 254°) = −𝑠𝑖𝑛(254°)
= −𝑠𝑖𝑛(180° + 74°)

= −(−𝑠𝑖𝑛74) = √1 − 𝑝2

2. 4
tan (2𝛽) = 3 and 2𝛽 ∈ (180°; 360°) the find the following

2.1 2sin2𝛽cos2𝛽

2.2 cos2 2𝛽 − sin2 2𝛽

2.3 In which quadrant is B? support you answer.

82
 Solution :
2. 𝑦
𝑟2 = 𝑥2 + 𝑦2
𝑟 2 = (−3)2 + (−4)2 −3 2𝛽
𝑜 𝑥
𝑟=5
−4
5

2.1 −4 −3 24
2sin2𝛽cos2𝛽 = 2 ∙ =
5 5 25
2
2.2 2 2
−3 −4 2 7
cos 2𝛽 − sin 2𝛽 = ( ) − ( ) = −
5 5 25

3.1 Solve for A and B given the following:

1
𝑠𝑖𝑛(3𝐴 − 𝐵) = if 3𝐴 − 𝐵 ∈ [90°; 270°]
√2
1
𝑡𝑎𝑛(2𝐴 + 𝐵) = if 2𝐴 + 𝐵 ∈ [90°; 270°]
√3

3.1 Solution:
𝑦 𝑦

1 √2 3𝐴 − 𝐵
2𝐴 + 𝐵
−√3 𝑥
−1 𝑥
−1
2

3𝐴 − 𝐵 = 180° − 45°
3𝐴 − 𝐵 = 135°………..1
2𝐴 + 𝐵 = 210°…………2
5𝐴 = 345°…………1+2
𝐴 = 69°
𝐵 = 72°

83
 4 Determine , without using a calculator, the value of the following expresssions:

a 𝑐𝑜𝑠 (−𝛼) ∙ 𝑡𝑎𝑛(180° − 𝛼) b. 1+√2cos 765° ∙ 𝑠𝑖𝑛(−240°)

. 2𝑐𝑜𝑠(90° + 𝛼)
Solution
𝑐𝑜𝑠 𝛼 ∙ −𝑡𝑎𝑛 𝛼 =1+√2cos (360° + 45°) ∙ −(−𝑠𝑖𝑛60°)
=
−2𝑠𝑖𝑛 𝛼 =1+√2cos (45°) ∙ 𝑠𝑖𝑛60°
𝑐𝑜𝑠 𝛼 𝑠𝑖𝑛 𝛼 1
= × = 1 √3
2𝑠𝑖𝑛 𝛼 𝑐𝑜𝑠 𝛼 2 =1 + √2 ×
√2 2
2 + √3
=
2

Activity 1.

QUESTION 1

In the diagram below, P(−7; 4) is a point in the Cartesian pale. R is a point on the positive
x-axis such that the obtuse P𝑂̂R = 𝜃.

Calculate, without using a calculator, the

1.1 Length of OP (2)

1.2 Value of : (a) tan 𝜃 (2)

(b) cos(𝜃 − 180°) (2)
1.3 Consider :
3𝑐𝑜𝑠 𝑥 ∙ 𝑠𝑖𝑛 𝑥 + 𝑡𝑎𝑛 𝑥 ∙ 𝑐𝑜𝑠 2 (180 − 𝑥)
𝑠𝑖𝑛 𝑥
1.3.1 Simplify the expression to a single trigonometric ratio (4)

84
 1.3.2 Hence, write down the minimum value of: (2)
3𝑐𝑜𝑠 𝑥 ∙ 𝑠𝑖𝑛 𝑥 + 𝑡𝑎𝑛 𝑥 ∙ 𝑐𝑜𝑠 2 (180 − 𝑥)
𝑠𝑖𝑛 𝑥

QUESTION 2.
Point T(−1; −2) is given in the diagram below. A is a point on the x-axis such that the
reflex angle A𝑂̂T = 𝛼

Determine, without using a calculator, the value of each of the following

2.1 t𝑎𝑛 𝛼 (1)

2.2 cos 𝛼 (2)

2.3 cos (𝛼 − 180°) (3)

2.4 Given 𝑐𝑜𝑠 35° = 𝑚

Without the using a calculator, determine the following in terms of m

2.4. cos 215° (2)

1
2.4. sin (−305°) (3)
2
2.4. cos 55° × cos (35°) (2)
3
2.5 Without using a calculator, determine the value of: (2)
𝑐𝑜𝑠 0° + 𝑐𝑜𝑠 1° + 𝑐𝑜𝑠 2°+. . . +𝑐𝑜𝑠 178° + 𝑐𝑜𝑠 179° + 𝑐𝑜𝑠 180° + 2
2.6 Simplify:
𝑠𝑖𝑛 (−β) + 𝑠𝑖𝑛 (360° − β) (5)
𝑠𝑖𝑛 (180° − β) + 𝑠𝑖𝑛 (180°)

85
QUESTION 3

3.1 Given that : √3sin 𝑥 + 3 = 0, where 𝑥 ∈ [270°; 360°]

Without using a calculator, determine the value of
3.1.1 𝑠𝑖𝑛 (360° + 𝑥)

3.1.2 𝑡𝑎𝑛 𝑥

3.1.2 cos (𝑥 + 180°)

3.2 Solve for x and y simulteneously if (9)

* 1
cos 𝑥 𝑐𝑜𝑠 𝑦 = 4 and tan 𝑥 = 3𝑡𝑎𝑛 𝑦

HINTS TO PROVE TRIGONOMETRIC IDENTITIES

STEP 1: Start with the side with least number of terms and simplify if possible
STEP 2: Go to the other side and simplify until the answers are the same
STEP 3: If a fraction is given, look out for the conjugate /additive inverse of the
denominator to get the difference of two squares.
STEP 3: Always try to factorise were possible

WORKED OUT EXAMPLES

Prove the following identities:

(1−sinβ)(1+sinβ) 1
a) = 2 cosβ
2cosβ

𝑡an (180°−𝑥)×𝑐𝑜𝑠 (180°+𝑥)

b) + sin2 (180° + 𝑥) = −cos2 𝑥
sin (360°−𝑥)

1 1 2𝑡𝑎𝑛𝛽
c) − 1+𝑠𝑖𝑛𝛽 =
1−𝑠𝑖𝑛𝛽 𝑐𝑜𝑠𝛽

d) (cosβ − sinβ)2 = 1 − 2sinβcosβ

1+cos 𝑥 sin𝑥 2
e) + 1+cos𝑥 = sin𝑥
sin𝑥

cos (−θ)∙sin (−θ−360°)∙tan (540−θ)∙cos (90°−θ)

f.) = −𝑡𝑎𝑛𝜃
cos (−180°−θ)∙tan (−θ−720°)∙sin (θ−180°)∙sin (−θ−90°)

g) if 𝛼 + 𝛽 = 90° then prove that: sin𝛼cos𝛽 + sin 𝛽cos 𝛼 = 1

86
SOLUTIONS
(1−sinβ)(1+sinβ) (1−sin2 β) cos2 β cosβ
a) LHS = = = 2cosβ = ∴ 𝐿𝐻𝑆 = 𝑅𝐻𝑆
2cosβ 2cosβ 2

(tan (180°−𝑥)(cos (180°+𝑥) (−tan (𝑥)(−cos (𝑥)

b) 𝐿𝐻𝑆 = + 𝑠𝑖𝑛2 (180° + 𝑥) = + (−𝑠𝑖𝑛(𝑥))2
sin (360°−𝑥) −sin (𝑥)

sin (𝑥)
(− (−cos 𝑥
cos (𝑥)
= + (−sin(𝑥))2
−sin (𝑥)

= −1 + sin2 𝑥 = −1 + (1 − cos 2 𝑥) = −cos2 𝑥 ∴ 𝐿𝐻𝑆 = 𝑅𝐻𝑆

1 1 1+sinβ−(1−sinβ)
c) 𝐿𝐻𝑆 = 1−sinβ − 1+sinβ = (1−sinβ)(1+sinβ)
2sinβ 2sinβ 1 2tanβ
= 1−sin2β = ∙ cosβ = ∴ 𝐿𝐻𝑆 = 𝑅𝐻𝑆
cosβ cosβ

d) LHS = (cosβ − sinβ)2 = (cosβ − sinβ)(cosβ − sinβ)

= cos2 β − 2sinβcosβ + sin2 β
= cos2 β − 2sinβcosβ + sin2 β
= cos2 β + sin2 β − 2sinβcosβ
= 1 − 2sinβcosβ ∴ 𝐿𝐻𝑆 = 𝑅𝐻𝑆

1+cos 𝑥 𝑠𝑖𝑛𝑥 (1+𝑐𝑜𝑠𝑥)(1+𝑐𝑜𝑠𝑥)+𝑠𝑖𝑛2 𝑥 1+2𝑐𝑜𝑠𝑥+𝑐𝑜𝑠2 𝑥+𝑠𝑖𝑛2 𝑥

e) 𝐿𝐻𝑆 = + 1+𝑐𝑜𝑠𝑥 = =
𝑠𝑖𝑛𝑥 (1+𝑐𝑜𝑠𝑥)𝑠𝑖𝑛𝑥 (1+𝑐𝑜𝑠𝑥)𝑠𝑖𝑛𝑥

1+2𝑐𝑜𝑠𝑥+𝑐𝑜𝑠2 𝑥+𝑠𝑖𝑛2 𝑥 1+2𝑐𝑜𝑠𝑥+1

= = (1+𝑐𝑜𝑠𝑥)𝑠𝑖𝑛𝑥
(1+𝑐𝑜𝑠𝑥)𝑠𝑖𝑛𝑥
2+2𝑐𝑜𝑠𝑥 2(1+𝑐𝑜𝑠𝑥) 2
= (1+𝑐𝑜𝑠𝑥)𝑠𝑖𝑛𝑥 = (1+𝑐𝑜𝑠𝑥)𝑠𝑖𝑛𝑥 = 𝑠𝑖𝑛𝑥 ∴ 𝐿𝐻𝑆 = 𝑅𝐻𝑆

cos (−𝜃)∙sin (−𝜃−360°)∙tan (540°−𝜃)∙cos (90°−𝜃)

. f) 𝐿𝐻𝑆 = cos (−180°−𝜃)∙tan (−𝜃−72°0)∙sin (𝜃−180°)∙sin (−𝜃−90°)

cos 𝜃∙−sin 𝜃∙tan (180°−𝜃)∙sin𝜃

= − cos 𝜃∙−tan𝜃∙−sin𝜃∙−𝑐𝑜𝑠𝜃

cos 𝜃∙− sin 𝜃∙−tan𝜃∙sin𝜃

= − cos 𝜃∙−tan𝜃∙−sin𝜃∙−cos𝜃

sin𝜃
𝐿𝐻𝑆 = − cos𝜃 = −tan𝜃 ∴ 𝐿𝐻𝑆 = 𝑅𝐻𝑆

g) If 𝛼 + 𝛽 = 90° then prove that: 𝑠𝑖𝑛𝛼𝑐𝑜𝑠𝛽 + sin 𝛽𝑐𝑜𝑠𝛼 = 1

𝛼 = 90° − 𝛽
LHS = sin (90° − 𝛽)𝑐𝑜𝑠𝛽 + sin 𝛽cos (90° − 𝛽)
= cos𝛽𝑐𝑜𝑠𝛽 + sin 𝛽sin𝛽
= cos2 𝛽 + sin2 𝛽 = 1
∴ 𝐿𝐻𝑆 = 𝑅𝐻𝑆

87
ACTIVITY 2
1. Simplify the following to one trigonometric ratio.
a) 1 − cos2 𝛼
cos2 𝛼

b) (1 + cos 𝑥)(1 − cos 𝑥)

(1 + 𝑠𝑖𝑛𝑥)(1 − 𝑠𝑖𝑛𝑥)

c) cos2 𝛼(1 + tan2 𝛼)

d) cos (720° − 𝑥) ∙ sin (𝑥 + 360°) ∙ tan (𝑥 − 180°)

cos (90° − 𝑥) ∙ sin (−𝑥)

e) sin(90° + 𝑥) ∙ tan (360° + 𝑥)

sin(180° + 𝑥) ∙ cos (90° + 𝑥) + cos (540° + 𝑥) ∙ cos (−𝑥)

f) sin2 𝛼 ∙ sin𝛼
1 − cos2 𝛼

g) sin2 𝛼 ∙ cos𝛼 + cos3 𝛼

cos𝛼

h) cos (90°+𝛼)
sin (𝛼 − 180°) + 3sin(−𝛼)

88
Prove the following identities:

a) tan𝛼 ∙ cos3 𝛼 1
= sin𝛼
1 − sin2 𝛼 + cos2 𝛼 2
b) cos2 (180° − 𝑥) + 2cos𝑥 ∙ cos(90° + 𝑥) ∙ tan(360° − 𝑥) = sin2 𝑥 + 1

c) cos𝑥 1
tan𝑥 + 1+sin𝑥 = cos𝑥

d) sin (𝑥 − 360°) ∙ sin(90° − 𝑥) ∙ tan(−𝑥)

= sin𝑥
cos (90° + 𝑥)
e) 8 4 4
− =
1 + sin2 𝑥 1 + cos𝑥 1 − cos𝑥
f) 1 1 2
+ = 2
1 − cos 𝑥 1 + cos 𝑥 sin 𝑥
g) sin 3𝑥 1 + cos 3𝑥
=
1 − cos 3𝑥 cos 3𝑥
h) sin θ tan θ
=
cos θ + sin θ 1 + tan θ

89
 1. TRIGONOMETRIC EQUATIONS

STEPS TO SOLVE THE TRIGONOMETRIC EQUATIONS:

STEP1: Isolate the trigonometric ratio from the numerical values (make the
trigonometric ratio the subject of the equation).
STEP 2: Find the reference angle (don’t put the negative value in the calculator.)
STEP 3: Choose a quadrant where the trigonometric ratio is +/- and the restriction.

Given any equation: where p, q, r > 0

𝑝𝑐𝑜𝑠𝑥 = −1 where 90° ≤ 𝑥 ≤ 180° ✓✓
1
𝑅𝑒𝑓∠: 𝑥 = cos−1 (𝑝)
∴ 𝑥 = 180° − 𝑅𝑒𝑓∠

𝑞𝑠𝑖𝑛𝑥 = −1 where 𝑡𝑎𝑛𝑥 ≥ 0

1 ✓
𝑅𝑒𝑓∠: 𝑥 = sin−1 ( )
𝑞
✓
∴ 𝑥 = 180° + 𝑅𝑒𝑓∠ ✓✓

𝑟𝑡𝑎𝑛𝑥 = −1 where 𝑥 ∈ [180°; 360°] ✓

1
𝑅𝑒𝑓∠: 𝑥 = tan−1 ( ) ✓
𝑟 ✓✓
∴ 𝑥 = 360° − 𝑅𝑒𝑓∠

For the general equations:

1. 𝑥 = 180° − 𝑅𝑒𝑓∠ + 𝑘360° ; 𝑘∈ℤ
2. 2. 𝑥 = 180° + 𝑅𝑒𝑓∠ + 𝑘360° ; 𝑘∈ℤ
3. 𝑥 = 180° + 𝑅𝑒𝑓∠ + 𝑘180° ; 𝑘∈ℤ

90
 Worked out examples

Solve the following trigonometric equations

1 1 + cos2𝑥 = 0 ; where 2𝑥 ∈ [0°; 270°]

2 𝑠𝑖𝑛 𝜃 + 5𝑐𝑜𝑠 𝜃 = 0 ; where 𝜃 ∈ [0°; 180°]

3 𝑐𝑜𝑠(5𝜃 − 20°) = −1;where 5𝜃 ∈ [270°; 360°]

4 3𝑠𝑖𝑛 𝜃 + √2 = 0; where 90° ≤ 𝜃 ≤ 360°]

5 If sin(𝑥 + 𝑦) = cos(𝑥 − 𝑦), find 𝑥 and 𝑦

Suggested Solutions:

1 1 + cos 2𝑥 = 0 ; where 2𝑥 ∈ [0°; 270°]

cos 2𝑥 = −1
ref ∠ = co𝑠 −1 (1) = 0°
2𝑥 = 180° + 0°
𝑥 = 90°
2 𝑠𝑖𝑛 𝜃 + 5𝑐𝑜𝑠 𝜃 = 0 ; where 𝜃 ∈ [0°; 180°]
𝑡𝑎𝑛 𝜃 = −5
ref ∠ = ta𝑛−1 (5) = 78,69°
𝜃 = 180° − 78,69° or 𝜃 ≠ 360° − 78,69°
𝜃 = 101,31°
3 𝑐𝑜𝑠(5𝜃 − 20°) = −0,77;where 5𝜃 ∈ [180°; 360°]
ref ∠ = co𝑠 −1 (0,77) = 39,65°
5𝜃 − 20° = 180° + 39,65°
5𝜃 = 59,65°
𝜃 = 11,93°
4 3𝑠𝑖𝑛 𝜃 + √2 = 0; where 90° ≤ 𝜃 ≤ 360°]
√2
𝑠𝑖𝑛 𝜃 = −
3
√2
ref ∠ = si𝑛−1 ( ) = 28,13°
3
𝜃 = 180° + 28,13° or 𝜃 = 360° − 28,13°
𝑥 = 208,13° or 𝑥 = 331,87°
5 If sin(𝑥 + 𝑦) = cos(𝑥 − 𝑦), find 𝑥 and 𝑦
ref ∠ = sin (90° − (𝑥 − 𝑦))
𝑥 + 𝑦 = 90° − 𝑥 + 𝑦 or 𝑥 + 𝑦 = 180° − (90° − 𝑥 + 𝑦)
2𝑥 = 90° or 𝑥 + 𝑦 = 90° + 𝑥 − 𝑦
𝑥 = 45° or 2𝑦 = 90° ⇒ y = 45°

91
 Activity 3

Solve the following equations

1 2𝑠𝑖𝑛 𝜃 + 𝑐𝑜𝑠 𝜃 = 0 ; where 𝜃 ∈ [0°; 360°]

2 𝑠𝑖𝑛 𝜃𝑡𝑎𝑛 𝜃 = 0,6 ; where 𝜃 ∈ [0°; 180°]

3 𝑠𝑖𝑛 (2𝜃 − 30°) = 0,621; where 2𝜃 ∈ [0°; 360°]

4 √2𝑠𝑖𝑛 𝜃 − 1 = 0; where 90° ≤ 𝜃 ≤ 270°]

5 If sin(𝑥 + 𝑦) = −cos(𝑥 − 𝑦), find 𝑥 and 𝑦

6. If 𝑐𝑜𝑠𝑥 ∙ 𝑐𝑜𝑠 𝑦 =
√3
, and 𝑡𝑎𝑛 𝑥 − 𝑡𝑎𝑛 𝑦 =
2√3
; find 𝑥 and 𝑦
4 3

92
UNIT 2:
COMPOUND ANGLES AND DOUBLE ANGLES

INTRODUCTION

In this unit participants will look at the concept of Compound angles and the formal proofs of
Compound Angles

LEARNING OUTCOME
At the end of this Unit, participants should be able to:

• Identifying and use Compound Angles

• Proofs of Compound angles

• Application of Compound angles

• Application of Double Angles

LESSON NOTES

NB: Accepting 𝐜𝐨𝐬(𝜶 − 𝜷) = 𝒄𝒐𝒔𝜶𝒄𝒐𝒔𝜷 + 𝐬𝐢𝐧 𝜶𝒔𝒊𝒏𝜷 , derive the other compound
angle identities.

Compound angle identities:

• cos(𝛼 ± 𝛽) = 𝑐𝑜𝑠𝛼𝑐𝑜𝑠𝛽 ∓ sin 𝛼𝑠𝑖𝑛𝛽
• sin(𝛼 ± 𝛽) = 𝑠𝑖𝑛𝛼𝑐𝑜𝑠𝛽 ± sin 𝛼𝑐𝑜𝑠𝛽

Double angle identities

sin 2𝛼 = 2𝑠𝑖𝑛𝛼𝑐𝑜𝑠𝛼
cos 2𝛼 = 𝑐𝑜𝑠 2 𝛼 − sin2 𝛼
= 2𝑐𝑜𝑠 2 𝛼 − 1
= 1 − 2sin2 𝛼
• Application of compound and double angles

• Derive and use the identities:

sin 𝑥
tan 𝑥 = cos 𝑥
𝑠𝑖𝑛2 𝑥 + 𝑐𝑜𝑠 2 𝑥 = 1

• Determine for which values of a variable an identity holds.

93
NOTES
It deals with angles which are not the same e.g. (∞ + α)
It deals with a relationship between sine and cosine, will be given in the
formula sheet
In sine compound: it keeps the original sign between the terms.
In cosine compound: it changes the sign between the terms.
It will be given in the formula sheet.

Compound angle : PROOF FOR COSINE COMPOUND ANGLE(NOT EXAMINABLE )

From Cosine rule:

𝐴𝐵 2 = 𝑂𝐴2 + 𝑂𝐵 2 − 2𝑂𝐴 × 𝑂𝐵𝑐𝑜𝑠(A𝑂̂B)
𝐴𝐵 2 = 𝑟 2 + 𝑟 2 − 2𝑟 × 𝑟𝑐𝑜𝑠(β − α)
𝐴𝐵 2 = 2𝑟 2 − 2𝑟 2 𝑐𝑜𝑠(β − α)
Form distance formula
𝐴𝐵 2 = (𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
𝐴𝐵 2 = (𝑟𝑐𝑜𝑠𝛼 − 𝑟𝑐𝑜𝑠𝛽)2 + (𝑟𝑠𝑖𝑛𝛼 − 𝑟𝑠𝑖𝑛𝛽)2
𝐴𝐵 2 = 𝑟 2 𝑐𝑜𝑠 2 𝛼 − 2𝑟 2 𝑐𝑜𝑠𝛽𝑐𝑜𝑠𝛼 + 𝑟 2 𝑐𝑜𝑠 2 𝛽 + 𝑟 2 𝑠𝑖𝑛2 𝛼 − 2𝑟 2 𝑠𝑖𝑛𝛽𝑠𝑖𝑛𝛼 + 𝑟 2 𝑠𝑖𝑛2 𝛽
𝐴𝐵 2 = 𝑟 2 (𝑐𝑜𝑠 2 𝛼 + 𝑠𝑖𝑛2 𝛼) + 𝑟 2 (𝑐𝑜𝑠 2 𝛽 + 𝑠𝑖𝑛2 𝛽) − 2𝑟 2 𝑐𝑜𝑠𝛽𝑐𝑜𝑠𝛼 − 2𝑟 2 𝑠𝑖𝑛𝛽𝑠𝑖𝑛𝛼
𝐴𝐵 2 = 2𝑟 2 − 2𝑟 2 (𝑐𝑜𝑠𝛽𝑐𝑜𝑠𝛼 + 𝑠𝑖𝑛𝛽𝑠𝑖𝑛𝛼
2𝑟 2 − 2𝑟 2 𝑐𝑜𝑠(β − α) = 2𝑟 2 − 2𝑟 2 (𝑐𝑜𝑠𝛽𝑐𝑜𝑠𝛼 − 𝑠𝑖𝑛𝛽𝑠𝑖𝑛𝛼
∴ 𝒄𝒐𝒔(β − α) = 𝒄𝒐𝒔𝜷𝒄𝒐𝒔𝜶 + 𝒔𝒊𝒏𝜷𝒔𝒊𝒏𝜶

94
LESSON NOTES

Accepting 𝐜𝐨𝐬(𝑨 − 𝑩) = cos𝑨cos𝑩 + 𝐬𝐢𝐧𝑨sin𝑩, to derive other compound angle identities:

a. cos(𝐴 + 𝐵) = cos𝐴cos𝐵 − sin 𝐴sin𝐵

b. sin(𝐴 + 𝐵) = sin𝐴cos𝐵 + cos𝐴sin𝐵
c. sin(𝐴 − 𝐵) = sin𝐴cos𝐵 − cos𝐴sin𝐵

Solutions:
a. cos(𝐴 + 𝐵) = cos𝐴cos𝐵 + sin𝐴sin𝐵
cos(𝐴 + 𝐵) = cos[𝐴 − (−𝐵)]
cos(𝐴 + 𝐵) = cos𝐴cos(−𝐵) + sin𝐴sin(−𝐵)
cos(𝐴 + 𝐵) = cos 𝐴𝑐𝑜𝑠 𝐵 − sin 𝐴sin 𝐵

b. sin(𝐴 + 𝐵) = sin𝐴cos𝐵 + sin𝐴cos𝐵

sin(𝐴 + 𝐵) = cos [90° − (A + B)]
sin(𝐴 + 𝐵) = cos [(90° − A) − B]
sin(𝐴 + 𝐵) = cos (90° − 𝐴)cos(−𝐵) + sin (90° − 𝐴)sin (−𝐵)
sin(𝐴 + 𝐵) = sin 𝐴cos 𝐵 + cos 𝐴(−𝑠𝑖𝑛𝐵)
sin(𝐴 + 𝐵) = sin 𝐴cos 𝐵 + cos 𝐴sin 𝐵

c. sin(𝐴 − 𝐵) = 𝑠𝑖𝑛𝐴𝑐𝑜𝑠𝐵 − sin𝐴cos𝐵

sin(𝐴 − 𝐵) = cos [90° − (A − B)]
sin(𝐴 − 𝐵) = cos [(90 − A) − (−B)]
sin(𝐴 − 𝐵) = cos(90° − 𝐴)cos(−𝐵) + sin(90° − 𝐴)sin(−𝐵)
sin(𝐴 − 𝐵) = sin 𝐴cos 𝐵 − cos 𝐴sin 𝐵

Double angles

From above the double angle is derived from the addition of compounded angle that is,
when 𝑨 = 𝑩.
sin(𝐴 + 𝐵) = sin𝐴cos𝐵 + cos𝐴sin𝐵
sin 2A = sin(𝐴 + 𝐴) = sin𝐴cos𝐴 + cos𝐴sin𝐴 = 2𝑠𝑖𝑛𝐴𝑐𝑜𝑠𝐴
cos(𝐴 + 𝐵) = cos𝐴𝑐𝑜𝑠 − sin𝐴sin𝐵
cos 2Acos(𝐴 + 𝐴) = cos𝐴𝑐𝑜𝑠𝐴 − sin𝐴sin𝐴
Replacing 𝑐𝑜𝑠 2 𝐴 𝑏𝑦 1 − 𝑠𝑖𝑛2 𝐴
cos 2A = co𝑠 2 𝐴 − 𝑠𝑖n2 𝐴 = 1 − 2𝑠𝑖n2 𝐴

Replacing 𝑠𝑖𝑛2 𝐴 𝑏𝑦 1 − 𝑐𝑜𝑠 2 𝐴

cos 2A = co𝑠 2 𝐴 − 𝑠𝑖n2 𝐴 = 2co𝑠 2 𝐴 − 1 = 1 − 2𝑠𝑖n2 𝐴
95
ACTIVITY 1 (individual)

1. Expand the following compounds:

a. sin(𝛼 − 30°) =

b. cos(𝛽 + 50°) =

c. sin(𝛼 + 𝛼) =

d. cos(2𝛼 + 𝛼) =

e. sin(10° − 𝐵) + sin (20° + 𝐵) =

f. Given that: 𝑔(𝑥) = 3𝑐𝑜𝑠 𝑥 − 4𝑠𝑖𝑛 𝑥

a. Write 𝑔(𝑥) in the form 𝑔(𝑥) = 𝐴𝑐𝑜𝑠(𝑥 + ∅).
b. Determine the maximum value of g.

96
ACTIVITY 2 (Individual)

1. In the diagram below, point P(−3; −3√3) and reflex angle 2𝜃 are shown
𝑦

2𝜃
𝑂
𝑥

𝑃(−3; −3√3)

Determine, without the use of a calculator, the value of:

1.1 𝑐𝑜𝑠 2𝜃

1.2 𝑠𝑖𝑛 𝜃

1.3 𝑠𝑖𝑛2 𝜃
𝑡𝑎𝑛 𝜃

2. If sin(2°) = 𝑘 and sin(5°) = 𝑝 . Write the following in terms of 𝑘 and 𝑝 .

a. sin(62°) =

b. cos(25°) =

c. sin(3°) =

3. Simplify the following WITHOUT using a calculator.

a. cos(165°)

b. 2cos6𝑥cos4𝑥 − cos10𝑥 + 2sin2 x

c. cos(105°)

d. cos(35°) cos20° − sin35°sin20°

e. sin(140°) cos80° − cos40°sin10°

f. cos(𝑥 − 300°) − sin (𝑥 − 150°)

g. cos(22,5°) sin22,5°

97
h. sin(140°) ∙ sin (360° + 𝑥)
cos 50° ∙ tan (−𝑥)
i. cos2 (180° + 𝑥) +cos( − 𝑥)∙tan𝑥∙cos(90° + 𝑥)

j. cos(90° + 𝑥)
sin(𝑥 − 180°) + 3sin( − 𝑥)

k. sin(110° − 𝑥)𝑐𝑜𝑠(70° − 𝑦) + 𝑐𝑜𝑠(110° − 𝑥)𝑠𝑖𝑛(70° − 𝑦)

ACTIVITY 3 (Groups)

1. Prove the identities and determine for which values is/are the identity undefined,
where 𝒙 ∈ [𝟎°; 𝟑𝟔𝟎°]

a) sin 2𝑥 − 𝑐𝑜s 2𝑥 + 1
= tan 𝑥
sin 2𝑥 + cos 2𝑥 + 1
and hence evaluate tan 𝟐𝟐, 𝟓°

b) 2sin2 𝑥 + cos 𝑥 + 1
= 2 cos 𝑥 − 1
1 − cos (540° + 𝑥)

c) sin 2𝑥 cos 𝑥
=−
cos 2𝑥 + 𝑠𝑖𝑛 270° sin 𝑥

d) 𝑐𝑜𝑠 2𝑥
= 𝑐𝑜s 𝑥 − sin 𝑥
sin 𝑥 + cos 𝑥

e) sin 𝑥 + sin 2𝑥
= tan 𝑥
1 + cos 𝑥 + cos 2𝑥

f) cos A 1
(1 − tan A) =
cos 2A cos A+sin A
g. sin 2𝑥 sin 2𝑥
∙ =1
1 + cos2𝑥 1 − cos 2𝑥

h. sin 3𝜃 cos 3𝜃
− =2
sin 𝜃 cos 𝜃
i. 1 + 𝑐𝑜𝑠 2𝑥 𝑡𝑎𝑛 2𝑥
=
cos 2𝑥 𝑡𝑎𝑛 𝑥

98
 Activity extension

Given that: sin 3𝛼 = 𝑘

D1 Show that sin 3𝛼 = 3𝑘 − 4𝑘 3

D2 Hence or otherwise determine the value of 𝛼: if 3𝑘 − 4𝑘 3 = 1/3

E1 Prove that:
1−tan α cos 2𝛼
= 1+sin 2𝛼
1+tan α

E2 Hence, or otherwise determine

1 − tan 15°
1 + tan 15°

F1 Prove the identity:

sin 2𝑥
= tan 𝑥
1+cos 2𝑥

F2 Hence, or otherwise determine tan 15°

j. 3
Show that: cos2 𝛽 + cos 2 (120° − 𝛽) + cos2 (120° + 𝛽) = 2

k. Given the identity: 𝑐𝑜𝑠(𝛽 + 𝛼)𝑐𝑜𝑠(𝛽 − 𝛼) = 1 − 𝑠𝑖𝑛2 𝛽 − 𝑠𝑖𝑛2 𝛼

1.1 Prove the identity
1.2 Hence, determine the value of: 1 − 𝑠𝑖𝑛2 45° − 𝑠𝑖𝑛2 15°
l. Prove that:
cos(2β+77°)cos(β+477°) − sin(β+47°)sin(283° − 2β)=cos(β+30°)

TYPES OF GENERAL SOLUTION

TYPE1. LINEAR:
Example: 𝟓sin (2𝑥 − 25°) = 3

TYPE 2: Common Factor:

Example sin2 2𝐴 + sin2𝐴cos2𝐴 = 0

TYPE 3: SQUARES:
Example: 4tan2 𝑥 = 5

TYPE 4: sin θ AND cos θ

Steps: • sin and cos with the same angle • Divide by cos to get tan
Example: 3sinβ = 4cosβ

TYPE 5: CO-FUNCTIONS: sin (𝑥 − 10°) = − cos 2𝑥

TYPE 7: Grouping:
Example: 𝟗sinβcosβ + 6cosβ = 12𝑠𝑖𝑛𝛽 + 8

Type 8: QUADRATIC EQUATION:

Example: 2𝑡𝑎𝑛2 𝑥 − 𝑡𝑎𝑛𝑥 = −1

99
DETERMINE FOR WHICH VALUES OF A VARIABLE AN IDENTITY HOLDS.

RESTRICTIONS FOR 𝜽 ∈ [𝟎°; 𝟑𝟔𝟎°]

a) tan 90 and tan 270 are undefined

b) − 1  sin   1 , For all values of  and − 1  cos  1 for all values of  .
1
c) Division by 0 is undefined. Thus is undefined if f ( ) = 0 .
f ( )
e.g.
1
• , is undefined if cos = 0   = 90 or  = 270 .
cos
1
• , is undefined if sin  = 0   = 180 or  = 360 or 𝜃 = 0°
sin 
1
• , is undefined if tan  = 0   = 0 or  = 180 or  = 360 .
tan 
d) **** f ( ) , the graph is discontinuous for a certain range, not undefined if
𝒇(𝜽) < 𝟎.
E.g. sin  is defined in the interval 𝜽 = 𝒌 ∙ 𝟏𝟖𝟎° where ⇒ 𝒌 ∈ ℤ.
e) f ( )  0 is meaningless because f ( ) is a positive value
e.g. sin  = −0,6 , means that there is no value for  .

ACTIVITY 4
1. Determine the General solution of the following
a) tan𝑥 = 2sin2𝑥 where cos𝑥 < 0

b) 1
cos(𝑥 + 30°) = sin𝑥
2

c) cos2 𝑥 − sin2 𝑥 + 4sin𝑥cos𝑥 + 2 = 0

𝑥
d) sin (𝑥 + 60°) = cos (2)

e) sin(𝑥 − 60°) = −cos (2𝑥 )

f) 2sin2 𝑥 + 4sin 𝑥 − 4cos 𝑥 − 2cos 𝑥 ∙ sin 𝑥 = 0

g) 6sin2 𝑥 + 2sin 2𝑥 − 1 = 0

1
cos 3𝑥 + tan 𝑥 ∙ sin 3𝑥 = −
h) √2cos 𝑥

100
i) 6sin2 𝑥 + 7cos 𝑥 − 3 = 0

j 3sin 2𝑥 ∙ cos 𝑥 + 6sin 𝑥 ∙ sin 2𝑥 − 2sin 𝑥 − 2cos 𝑥 = 0

k. 5𝑡𝑎𝑛 𝑥 − 6𝑠𝑖𝑛 𝑥 = 0
√3
l. sin 2𝜃 ∙ 𝑐𝑜𝑠 20° + 𝑠𝑖𝑛 2𝜃 ∙ 𝑠𝑖𝑛 20° + =0
2

101
UNIT 3:
TRIGONOMETRIC GRAPHS

INTRODUCTION

In this unit participants will look at the concept of trigonometric graphs and the sketching and
interpretation of graphs

LEARNING OUTCOME
At the end of this Unit, participants should be able to:

• Sketch trigonometric graphs

• Interpret trigonometric graphs

LESSON NOTES

Study or investigate the effect of the following parameters a, p, q, and k in the graphs.
defined by:
• 𝑦 = asin(𝑘𝑥 + 𝑝) + 𝑞 𝑥 ∈ [−360°; 360°]
• 𝑦 = acos(𝑘𝑥 + 𝑝) + 𝑞 𝑥 ∈ [−360°; 360°]
• 𝑦 = atan(𝑘𝑥 + 𝑝) + 𝑞 𝑥 ∈ [−360°; 360°]

Sketch graphs, determine the equations of given graphs and interpret graphs.

*USE GEOGEBRA/DESMOS/FUNCTION TO SKETCH THE GRAPHS

SUMMARY
• In y = a sin x , the value of a determines the amplitude (the maximum distance from the
mean line) of the graph.
Amplitude = a (ignore the sign). i.e., amplitude is always positive.
If a < 0, the graph will reflected about the x-axis. For example, in y = − 2cos x , the graph of
y = 2cos x will reflected about the x-axis. Amplitude is only applicable to sine and cosine
graphs.
• 𝑦 = cos 𝑘𝑥, The value of k affects the periodicity (this is the interval along the horizontal
axis over which the graph completes a full cycle/wave) of the graph. If the coefficient of x
is changed from 1, then the period of the graph will also change from 360 (sine and cosine)
and 180 (tangent). If k < 0, the graph will reflected about the y-axis, for example, in
y = sin(−2 x) , the graph of 𝑦 = − sin( 2𝑥) will reflected about the y-axis.
360°
o The period of y = sin(kx) is ( )
𝑘
 360  
o The period of y = cos(kx) is  
 k 

102
  360  
o The period of y = tan(kx) is  
 k 
Graphs (contrary to intuition) have reduced period if k > 1 and the period increases
if 0 < k < 1
GRAPH ANALYSIS(Amplitude, Period and Asymptote)
Function Amplitude Period Asymptote at Intervals
y = sin x 1 unit 360 None [−360; 360]
y = cos x 1 unit 360 None [−360; 360]
y = tan x 1 at 45 180 x = − 270; − 90;90; 270 [−360; 360]
no
amplitude
y = a sin x a 360 None [−360; 360]
y = a cos x a 360 None [−360; 360]
y = a tan x a at 45 180 x = − 270; − 90;90; 270 [−360; 360]
no
amplitude
𝑦 = −sin 𝑏 𝑥 1 unit 360 None −360 360
[ ; ]
b b b
y = cos bx 1 unit 360 None −360 360
[ ; ]
b b b
y = tan bx 45 180 −270 −90 90 270 −360 360
1 at x= ; ; ; [ ; ]
b b b b b b b b
no
amplitude
1 0

103
SUMMARY
Function Amplitude Period Asymptote at Intervals
y = sin( x + p) 1 unit 360 None [−360; 360]
y = cos( x + p) 1 unit 360 None [−360; 360]
y = tan( x + p) no 180 𝑥 + 𝑝 = ±270° + 𝑘 ∙ 180 [−360; 360]
amplitude 𝑥 + 𝑝 = ±90° + 𝑘 ∙ 180 𝑘∈ℤ
Summary of the effect of the parameters(a,q, k and p) for
𝑦 = 𝑎 𝑠𝑖𝑛( 𝑘𝑥 ± 𝑝) + 𝑞, y = a cos(kx  p) + q and y = a tan(kx  p) + q :
❖ Amplitude (a): changes the distance from the rest position. a = max value when q = 0.
❖ Rest position (q): the y-value of the horizontal line that is halfway between the min & max
value. When you add q, the graph shifts vertically upwards. When you minus q, the graph shifts
vertically downwards.
1
❖ Frequency (k): if k > 1 then period decreases by k. if 0 < k < 1 then period increases by
k
❖ Shift (p): when you add p, the graph shifts horizontally to the left. When you subtract p, the
graph shifts horizontally to the right.
𝑝 𝑝
❖ 𝑦 = 𝑎 𝑠𝑖𝑛( 𝑘𝑥 ± 𝑝) + 𝑞 = 𝑎 𝑠𝑖𝑛[𝑘( 𝑥 ± k ) + 𝑞, the graph is translated 𝑘 units horizontally and
𝑝 𝑝
𝑞 units vertically. If k > 0to the left and k < 0 to the right horizontally, if 𝑞 > 0 upwards abd

𝑞 < 0 downwards, vertically.

104
USE OF CALCULATOR TO BE TAUGHT AFTER THE INVESTIGATIVE
APPROACH
DRAWING THE GRAPHS OF y = sin(kx) ; y = cos(kx) and y = tan(kx)

These graphs can be easily drawn by using CASIO fx-82 ES PLUS

For example, sketch the graph of y = sin(4 x) for x[−90;90]

Step 1: Mode 3: Table and Enter the sin(4 x) and press = sin(4𝑥);

Step 2: Start: Enter -90 and press =negative sign;

Step 3: End: Enter 90 and press = sign;

Step 4: Step: This is the part that changes now as the period is no longer 360 . To get the new
period of y = sin(4 x) , we divide 360 by 4 and get 90 . Now divide 90 by 4 to get the
interval (Step) as 22,5; [NB: Step must be an integer greater zero]. Press = sign and
then AC button.

Step 5: Plot the points from the table, which would look as follows:

−90 0
−67,5 1
−45 0
−22,5 −1
0 0
22,5 1
45 0
67,5 −1
90 0

105
Strategies for Graphical Interpretations: Typical interpretation questions
Given that : 𝑓(𝑥) = sin( 𝑥) and 𝑔(𝑥) = cos( 𝑥)

Type of question Interpretation

f ( x)  0 f(x) must be less than zero or negative
f(x) lies below the x-axis value is excluded
f ( x)  g ( x) f(x) must be less than g(x)
f(x) lies below g(x)
e.g. sin( x) lies below cos(x)
f ( x)  0 f(x) must be greater than or equal to zero (positive or zero)
f(x) lies above x-axis value is included
f ( x)  g ( x) f(x) must be greater than g(x)
f(x) lies above g(x) value is excluded
f ( x) . g ( x)  0 One of the two graphs must be above x-axis while the other must be below
x-axis. Value is excluded
f ( x) . g ( x)  0 Both the two graphs are above the x-axis or both the two graphs are below
the x-axis. Value is included.
f ( x) . g ( x) = 0 Either f ( x) = 0 or g ( x) = 0
x-intercepts of f(x) and g(x)
f ( x) − g ( x) = 0 f ( x) = g ( x)
Points of intersection
( Excluded as a result of restriction

] Included as a result of restriction

(;] first-value excluded, and last-value is included as a result of restriction

106
 ( ; ) or   or  Values excluded
[ ; ] or   or . Values included
f ( x) One of the two graphs must be above x-axis while the other must be below
0 x-axis. Value is excluded
g ( x)
f ( x) Both the two graphs are above the x-axis or both the two graphs are below
0 the x-axis.Value is included.
g ( x)

ACTIVITY 1

𝑓(𝑥) = sin( 𝑥) where −90° ≤ 𝑥 ≤ 180°

1.1 Write down the range of f (2)

1.2 3 (2)
Determine the period of f(2 𝑥)

1.3 Draw the graph of 𝑔(𝑥) = cos( 𝑥 − 30°) for −90° ≤ 𝑥 ≤ 180° on the same (4)
system of axes, clearly label ALL the x-intercepts and the turning points.

1.4 Hence , or otherwise, determine the values of 𝑥 in the interval for which (4)
𝑓(𝑥) ∙ 𝑔(𝑥) < 0 , −90° ≤ 𝑥 ≤ 180°
1.5 Describe the transformation that graph f must undergo to form 𝑦 = sin(2 𝑥 − 60°) (2)

1.6 Determine the general solution of sin( 2𝑥) = cos(2 𝑥 − 60°) (6)

107
 ACTIVITY 2

2. 𝑓(𝑥) = sin(3 𝑥) where −90° ≤ 𝑥 ≤ 180°

2.1 Write down the period of f (1)

2.3 Determine the solution for sin3𝑥 = −1 𝑜𝑛 𝑡ℎ𝑒 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙 𝑥 ∈ [−90°; 180°] (2)

2.4 Give the maximum value of h if h(𝑥) = 𝑓(𝑥) − 1 (2)

2.5 Draw the graph of g (𝑥) = 3𝑐𝑜𝑠𝑥 for 𝑥 ∈ [−90°; 180°] (3)

2.6 Use the graphs to determine the how many solutions there are to the equation (2)
sin3𝑥
− cos𝑥 = 0 on the interval [−90°; 180°]
3

2.7 Use the graphs to solve: 𝑓(𝑥) ∙ 𝑔(𝑥) > 0 (4)

108
ACTIVITY 3
3 In the diagram, the graph of f(𝑥)=cos( 2𝑥) and g(𝑥)= − sin( 𝑥) are drawn for the
intgerval , A and B are two points of intersection of f and g.

3.1 Write down the amplitude of f. (1)

3.2 Without the using the calculator, determine the values of 𝑥 for which (6)
cos(2𝑥)= − sin( 𝑥) in the interval [−180°; 180°]
Using the graph above to answer the following question:
3.3 How many degrees apart are points A and B from each other? (2)

3.4 For which values of x in the given interval will 𝑓′(𝑥) ∙ 𝑔′(𝑥) < 0 (2)

3.5 Determine the values of k which 𝑐𝑜𝑠(2𝑥) + 3 = 𝑘 will have no solution. (2)

109
 ACTIVITY 4
4. 3
Consider 𝑓(𝑥) = −2𝑡𝑎𝑛(2 𝑥)

4.1 Write down the period of f (1)

4.2 The point A(t; 2) lies on the graph. Determine the general solution of t. (3)
4.3 Draw the graph of f for the interval 𝑥 ∈ [−120°; 180°] Clearly show ALL (4)
asymptote, intercepts with the axes and endpoints of the graph
4.4 Use the graph to determine for which value(s) of x will 𝑓(𝑥) ≥ 2 for 𝑥 ∈ (3)
[−120°; 180°]
4.5 Describe the transformation of the graph f from the graph of (2)
3
𝑔(𝑥) = −2𝑡𝑎𝑛(2 𝑥 + 60°)

ACTIVITY 5
In the diagram, the graph of 𝑓(𝑥) = 3 sin 𝑝𝑥 and 𝑔(𝑥) = 2sin 𝑥, have been drawn (1)
for 𝑥 ∈ [0° ; 360°].

5.1 Write down the value of p (1)

5.2 What is the period of 𝑓(𝑥)? (1)

5.3 Write down the coordinates of B, (5)

5.4 If k is positive real number, then for what values of k will 𝑓(𝑥) = k have real (1)
solution?

110
UNIT 4
SOLUTION OF TRIANGKES AND HEIGHTS AND DISTANCES

INTRODUCTION

Trigonometry is the study of the relationship between the sides and angles of a triangle , and
the calculations based on them , particularly the trigonometric functions. These calculations are
used in areas like surveys, navigations, aviation, satellite systems, astronomy, land surveying ,
cartography - drawing maps , etc( www.freedictionary.com/trigonometry).

• Establish the sine, cosine, and area rules.

• Problems in 2-and 3-dimensions are solved by constructing and interpreting geometrical
and trigonometric models;
LESSON NOTES

111
 HOW TO DETERMINE WHICH RULE TO USE
WHEN TO USE WHICH RULE
AREA RULE SINE RULE COSINE RULE
• If no perpendicular height • If no right angle is • If no right angle is
is given given given
• When the area is given. • When you know two • When three sides are
• When two sides and an sides and one angle given
included angle are given are given(not the • When two sides and an
included angle) included angle are
• When two angles and given.
one side given

Angle of depression are measure from the horizontal downwards.

Angle of elevation are measured from the horizontal upwards.

When triangles in three dimensions are solved the same rules are used as when solving
triangles in two dimensions.
• If a sketch is not drawn, draw one in which all the information is shown.
• A sketch in three dimensions will look quite different when it is drawn on a flat
surface. A right angle, for instance, may not look like one at all. Try to visualize the
entire situation.
• Structures like towers, trees or buildings are perpendicular to the ground. .Show
these angles as right angles and draw all vertical lines vertically.

• Diagram analysis is essential

• Look for the implied information as you analyse the diagram
• Always work in one triangle at a given time
• When solving a problem, always begin in the triangle that contain most
information, then move to the triangle in which the required line or angle is.
• Be on the lookout for compound angles and double angles when simplifying a
problem.
• When applying area, cosine or sine rule always use information of a triangle you
are working in.
• When applying one of the rules it’s important to use the labels given on the triangle
(Sketch/diagram).
• You need to use the knowledge of basic Geometry such as: corresponding angles,
alternate angles exterior angles of triangle, congruency, etc.

112
GLOSSARY OF TERMS

Term / concept Definition/ Explanation

The amount of two-dimensional (2-D) space occupied by a 2-D
shape. Area of a shape is the size of its surface. It is measured in
Area square units.
2-D drawings A diagram or picture having length and width only
A plan or design having length and width only, but possibly
2-dimensional plans representing three dimensional objects
A dimensional construction of a real-life object. It is a solid, it has
3- dimensional models length, breadth/ width and height
A closed curve that is everywhere at the same distance from a
Circle fixed point
Circumference Distance around a circle / perimeter of a circle
Conversion A change from one system /unit to another
Values used to convert/ change quantities from one measuring
Conversion factor system to another.
Three-dimensional object with congruent parallel circles s bases
Cylinder that are joined by a curved surface
A straight line passing through the centre of a circle and touching
the circle at both ends thus dividing the circle into two equal
Diameter halves.

113
 ACTIVITY 1

1. A,B and L are the points on the same horizontal plane HL is a vertical pole of lenghth 3 metres,
̂ B = 113° and the angle of elevation of H from B is 40°.
AL = 5,3 m and angle AL

1.1 Calculate the length of LB

1.2 Hence, or otherwise calculate the length of AB

1.3 Determine the Area of ∆ALB

114
 ACTIVITY 2
2. From A the angle of elevatio to the top of a vertical tower CD is 𝑥° and from point B, d
metres closer to the tower, the angle of elevation is 𝑦°.

2.1 𝑑𝑠𝑖𝑛𝑥∙𝑠𝑖𝑛 𝑦 (5)

Show thath the height of the tower is given by: ℎ = 𝑠𝑖𝑛 (𝑦−𝑥)

2.2 Calculate the height of the tower if d = 85 𝑚, 𝑥 = 10°, and 𝑦 = 38°. (2)

115
 ACTIVITY 3
3. Points B,C and E lie in the same horizontal plane. ABCD if a rectangular piece of a bord.
CDE is a triangle piece of board having a right anle at C. Ecah piece of board is placed
perpendicular to the horizontal plane and joied along DC, as shown in gthe diagram. The
̂ E = 150° − 2𝑥, and EB
anle of elevation form E to D is 𝑥, BC ̂ C = 30°

3.1 𝐵𝐶 (6)
Show that :DC = 4cos2 𝑥

3.2 If 𝑥 = 30°, show that the area of ABCD=3A𝐵 2 (3)

116
ACTIVITY 4
4. In the diagram, MT is a vertical structure P,Q and T are three points in the same horizontal
plane. The angle of elevation of M from Q is 𝜃 , PQ = k metres, PM = 2PQ,
MP̂ Q = 2𝜃, area of ∆MPQ = 2𝑘 2 sin𝜃cos𝜃

4.1 Prove that: MQ = 𝑘√1 + 8𝑠𝑖𝑛2 𝜃 (5)

4.2 Find the value of MQ, round off to the nearest metre if 𝑘 = 139,5 𝑚 and 𝜃 = 45° (2)

117
ACTIVITY 5
5. In the diagram ,B, D and E are point on the same horizontal plane. TB is a verical pole. The
̂ E = 𝑥 , BE
angle of elevation of T from D is 𝜃. BD ̂ D = 𝑦 and DE = 10 units.

5.1 Express TB in terms of DB and (2)

5.2 10sin𝑥 (4)

Show that: 𝐷𝐵 = sin (𝑥+𝑦)
5.3 5∙𝑡𝑎𝑛𝜃 (4)
If 𝑥 = 𝑦, show that 𝑇𝐵 = 𝑐𝑜𝑠𝑦
5.4 If 𝑥 = 𝑦 = 35°, calculate the area of ∆BDE. (4)

118
 ACTIVITY 6
6. In the diagram, steel poles AF,BD and CE are equal in legnth and vertical to the horizontal
plane FDE. The steel poles holds ∆ABC that forms athe root of a storage area.G is the
midpoint of DE. BCED is the same vertical plane. AB = AC = 𝑥 ,
BD = 𝑦 and B𝐴̂C = 𝜃

6.1 Show that: BC = 𝑥√2(1 − 𝑐𝑜𝑠𝜃) (3)

6.2 ̂G
Write down the size of BD (1)
6.3 2𝑦 2 +𝑥 2 (1−𝑐𝑜𝑠𝜃) (3)
Show that: BG = √ 2

6.4 8 15 (3)
If given that 𝑦 = 3 m and 𝑥 = m. Calculate the maximum length of BG
2

119
 ACTIVITY 7
7.
In the diagram, the semicircle
with the centre A and a diameter
FAE going through B and C lie
on a horizontal plane.

CD = 9 m and C𝐴̂B = 110°.

AD is a vertical pole to the plane
and is 2 metres in height.

7.1 Calculate the length of DB (6)

7.2 ̂B
Calculate the size of C𝐷 (3)
7.3 The area of the shaded region (3)
7.4 Find the ratio of 𝑎𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐶𝐵: 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑒𝑚𝑖-𝑐𝑖𝑟𝑐𝑙𝑒 = 𝑠𝑖𝑛70°: 2𝜋 (3)

120
 EXAMINATION TYPE QUESTIONS

PROVINCIAL AND NATIONAL PAPERS:

QUESTION 1

Simplify the expression to a single trigonometric ratio

1.1 𝑡𝑎𝑛(−𝑥) ∙ 𝑐𝑜𝑠𝑥 ∙ 𝑠𝑖𝑛(𝑥 − 180°) (5)

1.2. Given 𝑐𝑜𝑠 35° = 𝑚

Without the using a calculator, determine the following in terms of m

1.2.1 cos 215° (2)

1.2.2 sin 20° (3)

Determine the general solution of

1.3 cos 4𝑥 ∙ 𝑐𝑜𝑠𝑥 + 𝑠𝑖𝑛𝑥 ∙ 𝑠𝑖𝑛4𝑥 = -0.7 (4)

Prove the identity (4)

1.4 cos 4𝑥 ∙ 𝑐𝑜𝑠𝑥 + 𝑠𝑖𝑛𝑥 ∙ 𝑠𝑖𝑛4𝑥
= 𝑐𝑜𝑠 2 𝑥 − 𝑠𝑖𝑛2 𝑥
𝑡𝑎𝑛 2𝑥

QUESTION 2

Point T(−1; −2) is given in the diagram below. A is a point on the x-axis such
that the reflex angle A𝑂̂T = 𝛼

Determine, without using a calculator, the value of each of the following

2.1 t𝑎𝑛 𝛼 (1)

2.2 cos 𝛼 (2)

2.3 cos (𝛼 + 45°) (4)

121
 Determine without using a calculator, the value of the following expression:
2.4 2𝑠𝑖𝑛 (−20°) ∙ 𝑠𝑖𝑛 (160°) ∙ 𝑐𝑜𝑠 (−20°) (4)

2.5 Consider : 3𝑐𝑜𝑠 𝑥 ∙ 𝑠𝑖𝑛 𝑥 + 𝑡𝑎𝑛 𝑥 ∙ 𝑐𝑜𝑠 2 (180 − 𝑥)

2.5.1 Simplify the expression to a single trigonometric ratio (4)

2.5.2 Hence, write down the range of: 3𝑐𝑜𝑠 𝑥 ∙ 𝑠𝑖𝑛 𝑥 + 𝑡𝑎𝑛 𝑥 ∙ 𝑐𝑜𝑠 2 (180 − (2)
𝑥)
2.6 Prove the identity:
cos 3𝑥 (5)
= 4𝑐𝑜𝑠 2 𝑥 − 3
𝑐𝑜𝑠𝑥
2.7 Determine the general solution of 𝑥 in the following equation:
3𝑡𝑎𝑛𝑥 − 3𝑡𝑎𝑛𝑥+1 = 54 (5)

QUESTION 3
In the diagram below, P(−7; 4) is a point in the Cartesian pale. R is a point on the
̂ R = 𝜃.
positive x-axis such that the obtuse PO

Calculate, without using a calculator, the

3.1 Length of OP (2)

3.2 Value of : (a) tan 𝜃 (2)

(b) cos(𝜃 − 180°) (2)

3.3 Determine the general solution of : 𝑐𝑜𝑠 𝑥 ∙ 𝑠𝑖𝑛 𝑥 + 𝑠𝑖𝑛 𝑥 = 3𝑐𝑜𝑠 2 𝑥 + 3𝑐𝑜𝑠 𝑥 (7)

3.4 Prove the identity:

sin 3𝑥 1 + 𝑐𝑜𝑠3𝑥 (3)
=
1 − 𝑐𝑜𝑠3𝑥 sin 3𝑥
3.5 Determine the values of 𝑥 , in the interval 𝑥 ∈ [0°; 60°], for which the identity will be
undefined. (3)

122
QUESTION 4

Without using a calculator, simplify the following expression to a single trigonometric

ratio:
4.1 𝑠𝑖𝑛 10° (6)
+ 𝑡𝑎𝑛(360° − 𝜃) ∙ 𝑠𝑖𝑛2𝜃
𝑐𝑜𝑠 440°
4.2 Given: 𝑠𝑖𝑛 (60° + 2𝑥) + 𝑠𝑖𝑛(60° − 2𝑥) (3)

4.3 Calculate the value of k if 𝑠𝑖𝑛 (60° + 2𝑥) + 𝑠𝑖𝑛(60° − 2𝑥) = 𝑘𝑐𝑜𝑠2𝑥 (3)

4.4 If 𝑐𝑜𝑠𝑥 = √𝑡, without using a calculator, determine the value of : (3)
𝑡𝑎𝑛60°[𝑠𝑖𝑛 (60° + 2𝑥) + 𝑠𝑖𝑛(60° − 2𝑥)] in terms of t.

QUESTION 5

Simplify the following expression to One trigonometry term:

5.1 𝑠𝑖𝑛 𝑥 (3)
+ 𝑐𝑜𝑠 (90° − 𝑥)𝑠𝑖𝑛(180° + 𝑥)
𝑐𝑜𝑠 𝑥 ∙ 𝑡𝑎𝑛𝑥
5.2 Without using a calculator, determine the value of: (3)
𝑠𝑖𝑛2 35° − 𝑐𝑜𝑠 2 35°
4𝑠𝑖𝑛 10°𝑐𝑜𝑠 10°
5.3 Given 𝑐𝑜𝑠 26° = 𝑚

Without the using a calculator, determine the following in terms of m

5.3.1 2si𝑛 2 77° (3)

5.3.2 sin 20°

Consider: f(𝑥) = sin (𝑥 + 25°)𝑐𝑜𝑠 15° − 𝑐𝑜𝑠 (𝑥 + 25°)𝑠𝑖𝑛15°

5.4 Determine the general solution of : f(𝑥) = tan165°

5.5 Determine the values of 𝑥 , in the interval 𝑥 ∈ [0°; 360°], for which f(𝑥) will have a (3)
minimum value.

QUESTION 6

6.1 Without using a calculator, simplify the following to one trigonometic ratio: (6)
𝑠𝑖𝑛 140° ∙ −𝑠𝑖𝑛(360° − 𝑥)
𝑐𝑜𝑠 50° ∙ 𝑡𝑎𝑛(−𝑥)

Prove the identity: (4)

6.2 si𝑛2 𝑥 + 𝑐𝑜𝑠 𝑥
= 2𝑐𝑜𝑠 𝑥 − 1
1 − 𝑐𝑜𝑠(540° − 𝑥)

Given 𝑐𝑜𝑠 36° = √1 − 𝑝2

123
6.3 Without the using a calculator, determine the following in terms of p.
6.3.1 𝑡𝑎𝑛 36° (3)

6.3.2 𝑐𝑜𝑠 108° (4)

6.3.3 𝑐𝑜𝑠 9° (4)

6.4 Given: 𝑐𝑜𝑠(𝛼 − 𝛽) = 𝑐𝑜𝑠𝛼𝑐𝑜𝑠𝛽 + 𝑠𝑖𝑛𝛼𝑠𝑖𝑛𝛽)

6.4.1 Use the given identity to derive a formula for 𝑠𝑖𝑛(𝛼 − 𝛽) (3)

6.6 Simplify completely : 𝑐𝑜𝑠 6𝑥 ∙ 𝑐𝑜𝑠4𝑥 − 𝑐𝑜𝑠 10𝑥 + 2𝑠𝑖𝑛2 𝑥 (5)

6.7 Determine the general solution of : 𝑡𝑎𝑛 𝑥 = 2𝑠𝑖𝑛 2𝑥 where 𝑐𝑜𝑠 𝑥 < 0

QUESTION 7

7.1 5 3
Given: sin 𝛼 = − 13 and tan 𝛽 = − 4 where 𝛼, 𝛽 ∈ [90°; 270°],calculate, without the
use of a calculator, the vaule of:
7.1.1 sin(𝛼 + 𝛽) (5)

7.1.2 tan(−𝛼 − 180) (2)

7.1.3 cos 2𝛽 (3)

Consider the identity:

7.2 sin 𝑥 cos 𝑥 1

− =
1 − cos 𝑥 sin 𝑥 sin 𝑥
7.2.1 Prove the identity (4)

7.2.2 Determine the value(s) of 𝑥 , in the interval 𝑥 ∈ [0°; 60°], is the identity (2)
undefined.
7.3 If tan 𝑥 = 3𝑘 and tan 𝑦 = 2𝑘

7.3.1 Determine the following in terms of k,

Hence or otherwise determine the following in terms of k. (4)

7.3.2 sin(𝑥 + 𝑦)
cos 𝑥 ∙ cos 𝑦

QUESTION 8

8.1 If 𝑝𝑐𝑜𝑠 26° = 1. Without the using a calculator, determine the following
in terms of p.

124
 8.1.1 𝑠𝑖𝑛 26° (2)

8.1.2 𝑐𝑜𝑠 52° (2)

8.1.3 𝑡𝑎𝑛2 26° ∙ (𝑝 + 1) (2)

Simplify:
8.2 sin (−β) + sin (360° − β) (5)
sin (180° − β) + 𝑠𝑖𝑛 (180°)
8.3 Prove the idendity: sin 𝜃 ∙ cos3 𝜃 − 4𝑐𝑜𝑠 𝜃 ∙ sin3 𝜃 = sin 4𝜃 (4)

QUESTION 9.

9.1 If 4tan 𝛼 = 3 and 3sin β − 1=0, suse a sketch and determoine the value of : (5)
5sin α − 4cos β, where 0° ≤ β ≤90° and 180° ≤ α ≤360°

9.2 If 𝑐𝑜𝑠 24° = 𝑝. Without using a calculator, determine the following in terms of p.

9.2.1 sin 336° (2)

9.2.2 cos 48° (3)

9.2.3 cos 49° (3)

Prove the identity:

9.3 1 − cos 2𝑥 (4)
= tan 𝑥
sin 2𝑥
Simplify, without using a calculator: (5)
9.4 sin 20° ∙ cos 320° + sin 400° ∙ cos (−20°)

9.5 Determine the general solution of : 2cos2 𝑥 + 5sin 𝑥 + 1 = 0 (7)

125
QUESTION 11

11.1 Given cos 26° = 𝑝

Express each of the following in terms of p, without using a calculator
11.1.1 sin 26°

11.1.2 tan 154°

11.1.3 sin13∙cos 13°

11.2 Determine , without using a calculator, the value of the following expresssions:

11.2.1 cos (−𝛼) ∙ tan(180° − 𝛼)

2cos(90° + 𝛼)

11.2.2 1+2cos 105° ∙ 𝑠𝑖𝑛15°

TRIGONOMETRIC GRAPHS:
QUESTION 12

12 In the diagram below, the graphs of 𝑓(𝑥) = cos 2𝑥 and 𝑔(𝑥) = −sin 𝑥 are drawn for
the interval 𝑥 ∈ [−180° ; 180°] A and B are two points of intersection of 𝑓 and 𝑔.

12.1 Without using a calculator, determine the values for 𝑥 which cos 2 𝑥 = −sin 𝑥 (6)
in the interval 𝑥 ∈ [−180° ; 180°].

12.2 Use the graphs above to answer the following questions:

12.2.1 How many degreesapart are the points A and B from each other? (2)

12.2.2 For which values of x in the given interval will 𝑓 ′ (𝑥) ∙ 𝑔′ (𝑥) > 0 (2)

12.2.3 Determine the values of k for which cos 2𝑥 + 3 = k will have no solution (3)

126
QUESTION 13

In the diagram below, the graphs of 𝑓(𝑥) = 1 − cos 2𝑥 and

𝑔(𝑥) = 2sin (𝑥 + 30°) are drawn for the interval 𝑥 ∈ [−180° ; 90°].

13.1 For which values of 𝑥, 𝑥 ∈ [−180° ; 90°].

13.1.1 𝑓(𝑥) ∙ 𝑔(𝑥) ≥ 0 (2)

13.1.2 𝑔(𝑥) = −1 (2)

13.1.3 𝑔(𝑥) − 𝑓(𝑥) = 1 (1)

13.1.4 Write down the range of 2𝑔(𝑥) − 3 (1)

13.2 The y-axis is moved 90° to the right. Determine the new equation of the grhaph originally (2)
called f, in its simplest form.

127
QUESTION 14
In the diagram below, the graphs of 𝑓(𝑥) = −2𝑠𝑖𝑛 𝑥 is drawn in
the interval 𝑥 ∈ [−180° ; 180°].

14.1 On the same set of axe, draw the graph of 𝑔(𝑥) = 𝑐𝑜𝑠 (𝑥 − 60°) for 𝑥 ∈ [−180° ; 180°].
Clearly show ALL intercepts with the axes and turning points of the graph. (3)

14.2 Write down the period of 𝑓(3𝑥). (2)

14.3 Write down the amplitude of f. (1)

14.4 Use the graphs, to determine the value of 𝑥 in the interval 𝑥 ∈ [−180° ; 180°]. For which (1)
𝑓(𝑥) − 𝑔(𝑥) = 1.

14.5 Write down the range of h, if ℎ(𝑥) = 1 𝑔(𝑥) + 1. (2)

2

128
QUESTION 15

In the diagram below, the graphs of 𝑓(𝑥) = cos (𝑥 + 𝑝) and

𝑔(𝑥) = sin 𝑥 + 𝑞 are drawn on the same set of axes for the interval
−240° ≤ 𝑥 ≤ 180°. A(−150° ; −1) is a point on 𝑔.

15.1 Determine the values of p and q (4)

15.2 Determine graphicaly values of 𝑥, for x bet −240° ≤ 𝑥 ≤ 180°, where

𝑓(𝑥) = 𝑔(𝑥) + 1/2. (2)

15.3 Describe the transformation that the graph of f has undergo to form the graph of h,
where h(𝑥) = −sin 𝑥. (2)

129
QUESTION 16

In the diagram below, the graphs of 𝑓(𝑥) = 𝑎cos 𝑏𝑥 and 𝑔(𝑥) = 𝑐 sin d𝑥 are drawn
on the same set of axes for the interval 0° ≤ 𝑥 ≤ 180°. The graph of f and g
intersect at points P and Q. M(90° ; 2) is the turning point of 𝑔 and N(180° ; 1) is an
end point of 𝑓.

16.1 Write down the numerical value of a,b,c, and d (4)

16.2 If (158,56° ; 0.73) are the coordinates of Q, write down the coordinates of P. (2)

16.3 If 𝑥 ∈ [0° ; 180°], 𝑑𝑒𝑡𝑒𝑟𝑚𝑖𝑛𝑒 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑥 𝑓𝑜𝑟 𝑤ℎ𝑖𝑐ℎ

16.3.1 𝑔(𝑥) − 𝑓(𝑥) = 3 (1)

16.3.2 𝑔(𝑥) ∙ 𝑓 ′ (𝑥) ≤ 0 (2)

130
SOLUTIONS OF TRIANGLES.(SINE COSINE AND AREA RULES)
Question 17

In the diagram below, TP represents the height of a building. The foot of the building
P and the points Q and R are in the same horizontal plane. From Q, the angle of
elevation to the top of the building is 60°. P𝑄̂ R = 150°, QP
̂R = 𝑥 and the distance
between P and R is 300 metres.

17.1 Write down R in terms of 𝑥 (1)

17.2 Determine the length of PQ interms of 𝑥 (3)

17.3 Hence, show that: 𝑇𝑃 = 300√3(cos 𝑥 − √3 sin 𝑥) (4)

131
QUESTION 18

In the diagram, P ,Q and R are in gthe same horizontal plane. PR = QR = m,

QPR = 𝑥,
SP is perpendicula to PQ. The angle of elevation S from Q is 𝑦.

18.1 Expres the area of ∆PQR in terms of 𝑥 and m (5)

18.2 Show that PQ = 2mcos 𝑥 (4)

18.3 Hence, prove tha SP = 2mcos 𝑥 ∙ tan 𝑦 (2)

132
QUESTION 19

In the diagtm B, C and D lie in the same horizontal plane. D is the centre of the circle
with B and C on the circumference, 𝛼 is the angle of elevation of A from B and
angle of elevation of of A from C . BÂ C = 𝜃. the radius of the circle is r.

19.1 Write down the value of AB in terms of r and 𝛼 (1)

19.2 Hence, show that:

𝑟(√2(1 − 𝑐𝑜𝑠𝜃) (4)
𝐵𝐶 =
𝑐𝑜𝑠𝛼
19.3 If BC = 100 m, r = 50 m and θ = 30°, calculate 𝛼 (3)

133
QUESTION 20
AB is a vertical flag pole that is 𝑝√5 metres long. AC and AD are two anchoring the
flagpole. B, C and D are in the same horizontal plane. BD = 2p metres, AĈD = 𝑥
and AD̂ C = 45°.

20.1 Determine the length of AD in terms of p (2)

Show that the length of CD is

20.2 3𝑝(𝑠𝑖𝑛 𝑥 + 𝑐𝑜𝑠 𝑥) (5)
𝐴𝐶 =
√2𝑠𝑖𝑛 𝑥
20.3 If further given that : p =10 m and 𝑥 = 110°, calculate the area of ∆ADC. (3)

134
REFERENCES USED

1. DBE NSC Question Papers

2. Mathematics CAPS
3. Mathematics Examination Guideline
4. 2023 ATP

MODULE SUMMARY
In this module, participants:
• Proof identities

• Solve trigonometric equations

• Determine and solve using special angles.

• Proof , apply and use Compound angles
• Sketch and interpret trigonometric graphs
• Solve 2D and 3D diagrams
END OF
MODULE 2
CONCLUSION
This is the end of the e-SSIP training and hopefully, it was informative and fruitfully. You
have been equipped with the Term 1 subject content and ICT skills. You have been provided
with the teaching tips on how to approach each sub-topic or content simplification. All of the
above-mentioned skills will enable you to manage and enhance teaching, learning and
assessment in the classroom effectively.
Please share the knowledge gained with other colleagues within your PLCs.

135
REFERENCES USED

5. DBE NSC Question Papers

6. Mathematics CAPS
7. Mathematics Examination Guideline
8. 2021 ATP

END OF THE COURSE MANUAL

136