NATIONAL

SENIOR CERTIFICATE

GRADE 12

MATHEMATICS P3

FEBRUARY/MARCH 2013

MEMORANDUM

MARKS: 100

This memorandum consists of 11 pages.

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Mathematics/P3 2 DBE/Feb.–Mar. 2013
NSC – Memorandum

QUESTION 1

Time taken to
complete task 23 21 19 9 15 22 17 14 21 18
(in seconds)
Number of
2 4 5 9 7 3 7 8 3 5
errors made

Scatter plot showing time taken to complete task and

number of errors made

10
9
8
7
Number of errors made

6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Time taken (in seconds)

1.1 See scatter plot above.  all 10 points

plotted correctly.
2 marks if 5–9
points are plotted
correctly.
1 mark if 1–4 points
are plotted correctly.
(3)
1.2 When more time is taken to complete the task, the learners make  explanation
fewer errors. (1)

OR

When less time is taken to complete the task, the learners make more
errors.
1.3 a = 14,71 (14,705811...)  a
b = – 0,53 (– 0,525464...) b
ˆy = 14,71 − 0,53 x  equation
(4)
1.4 r = – 0,96 (–0,959074...)  answer
(2)

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Mathematics/P3 3 DBE/Feb.–Mar. 2013
NSC – Memorandum
1.5 yˆ ≈ 14,71 − 0,53(13)  substitution
≈ 7,82  answer
(2)
≈8
1.6 There is a strong negative relationship between the variables.  strong negative
(1)
[13]

QUESTION 2

2.1 The bar graph shows a significant decrease in the number of rhino killed
in 2012. This creates the impression that there is no crisis in the number  no crisis
of rhino killed by poachers. Instead, it suggests that the problem is under
control. (1)
2.2 The first two bars show the number of rhino killed in a full year. The bar
for 2012 reflects the number of rhino killed in the first 113 days of the  2012 bar is
year. Therefore, this graph cannot be used to make a comparison of the not for a full
number of rhinos killed each year. year
(1)
2.3.1 You can use the existing figures for 2012 to project the total number of  project total
rhinos that will be killed in 2012. If the rate at which rhinos are killed number for the
168 year
remains constant for the year, then × 365 = 543 rhino will be killed in
113
2012. (1)

OR
You can calculate the number killed per day and represent this information
on a graph.
2.3.2
Number of rhinos killed each year
600
Number of Rhinos killed each year

 correct scaling
500 of y-axis
400
 correct height
300 of bars

200

100
(2)
0
2010 2011 2012
Year

OR

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Mathematics/P3 4 DBE/Feb.–Mar. 2013
NSC – Memorandum

 correct scaling
of y-axis
Number of rhinos killed per day
1.6  correct height
of bars
Number of Rhino killed per day

1.4

1.2

0.8

0.6

0.4

0.2

0
2010 2011 2012 (2)
Year [5]

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Mathematics/P3 5 DBE/Feb.–Mar. 2013
NSC – Memorandum

QUESTION 3

3.1 Let the number of learners who were first measured be x.

The total measure of all heights is 1,6x.  1,6x
Let the height of the last learner be y.

1,6 x + 1,45 + 1,63 + y equation

= 1,6
x+3
1,6 x + 3,08 + y = 1,6 x + 4,8
 1,72
y = 1,72
(3)
OR
Since the mean does not change
y + 1,45 + 1,63 equation
= 1,6
3
y = 1,72
 1,72
(3)

34% 34%
14% 14%
2% 2%

45 54 63 72 81 90 99

3.2.1 90 = 72 + 2(9)
∴90 lies at 2 standard deviations to the right of the mean. 2 sd from mean
⇒ 48% of the students scored between 72 and 90 marks. 48%
(2)
3.2.2 45 = 72 – 3(9) calculating the
∴45 lies at 3 standard deviations to the left of the mean. number of sds from
63 = 72 – 9 mean
∴63 lies at 1 standard deviation to the left of the mean. 16%
The area between 1 sd and 3 sd is approximately 16%.
∴ 16% of 184 = approximately 29 students scored between 45 and 63 29
marks. (3)
[8]

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Mathematics/P3 6 DBE/Feb.–Mar. 2013
NSC – Memorandum

QUESTION 4

4.1 Since A and C are mutually exclusive, there is no intersection of A 0

and C ∴ P(A and C) = 0. (2)
4.2 Since B and C are independent, P(B and C) = P(B).P(C).  P(B and C) =
P(B and C) = (0,4)(0,2) = 0,08 P(B).P(C).
0,08
(2)
4.3 Since A and B are independent, P(A and B) = P(A).P(B). 0,12
P(A and B) = (0,3)(0,4) = 0,12

P(A or B) = P(A) + P(B) – P(A and B) formula

= 0,3 + 0,4 – 0,12 substitution
= 0,58 0,58
(4)
[8]

QUESTION 5

5.1 Number of arrangements

= 7! 7
= 5040 7!
(2)
5.2 Number of arrangements
= 5! 5
= 120 5!
(2)
5.3 Number of arrangements  3!
= 3! × 5!  5!
= 720  answer
(3)
[7]

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Mathematics/P3 7 DBE/Feb.–Mar. 2013
NSC – Memorandum

QUESTION 6

6.1
L
P
x–5
   13 – x
x–5 13 – x  x–3
x–3
 29 – x
50 – x
x  32 + x

  (6)
29 – x 50 – x


32 + x
M 45

6.2 x − 5 + 13 − x + x − 3 + x + 29 − x + 50 − x + 32 + x + 45 = 174 addition

x + 161 = 174  174
 simplification
x = 13 (3)

L
P

8 0
10

13

16 37

45
M 45

6.3.1 37 37
P(M and P not L) = = 0,21 (0,21264...)
174  174
(2)
6.3.2 8 + 10 + 45 21 8 + 10 + 45
P(only M or P or L) = = = 0,36
174 58  answer
(2)
[13]

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Mathematics/P3 8 DBE/Feb.–Mar. 2013
NSC – Memorandum

QUESTION 7

T 1 = – 1 ; T 2 = 5.
 substitution
T 3 = T 1 + 3T 2 – 4 = – 1 + 3(5) – 4 = 10  10

T 4 = T 2 + 3T 3 – 4 = 5 + 3(10) – 4 = 31  31

T 5 = T 3 + 3T 4 – 4 = 10 + 3(31) – 4 = 99  99

[4]

QUESTION 8
P

1
2 K
3
O 4 5

48°
2 120°
1 T
U
R

8.1 V̂ = 180° − 120° = 60° [Opp angles of cyclic quad are supp] 60°
 reason
(2)
8.2 KÔU = 2(60°) = 120° [Angle at centre = twice angle at circum.] 120°
 reason
(2)
8.3 180° − 120° 30°
Û 2 = = 30° [Base angles of isosceles ∆UOS; OU = OK
2  reason
= radii] (2)
8.4 K̂ 1 = 48° + 30° = 78° [tan-chord theorem] 78°
 reason
(2)
8.5 K̂ 2 = 90° − 78° = 12° [tan ⊥ radius] 12°
 reason
(2)
[10]

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Mathematics/P3 9 DBE/Feb.–Mar. 2013
NSC – Memorandum

QUESTION 9
X

V W

Y Z

9.1 Construct VZ and WY  construction

area ΔXVW XV
= (equal altitudes)
area ΔVWY VY area ΔXVW XV
 =
area ΔXVW XW area ΔVWY VY
= (equal altitudes)
area ΔWVZ WZ area ΔXVW XW
 =
area ∆YVW = area ∆VWZ (VW || YZ) area ΔWVZ WZ
area ∆XVW is common  area ∆YVW = area ∆VWZ
XW XV  VW || YZ
=  conclusion
WZ VY
(6)

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Mathematics/P3 10 DBE/Feb.–Mar. 2013
NSC – Memorandum

9.2.1 area ΔPRA PA area ΔPRA PA

= (equal altitudes)  =
area ΔQRA QA area ΔQRA QA
area ΔPRA 3  answer
=
area ΔQRA 5 (2)
9.2.2 BD CA BD CA
= (AR || CB)  =
DQ AQ DQ AQ
PC 1  reason
= (AR || CB)
CA 2 PC 1
 =
PC = y units CA 2
CA = 2y units
CQ = 5y units  CQ = 5y units
BD 2 BD 2
=  =
BQ 7 BQ 5
(5)
[13]

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Mathematics/P3 11 DBE/Feb.–Mar. 2013
NSC – Memorandum

QUESTION 10 C

1 D
2 3
B 2
1 G
3
4 2
F1

3
x
2 1
2
1 E
A

10.1 Â 2 = x (∠s in same seg)  Â 2 = x

 reason
D̂ 2 = x (∠s opp = sides)  D̂ 2 = x
 reason
Ê 2 = x (= chs = ∠s) or (∠s in same seg)  Ê 2 = x
 reason
 3 = x (tan-chord theorem)   3 = x
 reason
(8)
10.2 In ∆ ABE and ∆DFE
1. Ê 2 = Ê 1 (= x)  Ê 2 = Ê 1
2. D̂ 3 = 90° (∠s in semicircle)  D̂ 3 = 90°
BÂE = 90° (tan ⊥ rad)  reason
BÂE = D̂ 3  BÂE = 90°
 reason
∆ ABE ||| ∆DFE (∠∠∠)
BE AE
= (||| ∆s) 
BE AE
=
FE DE FE DE
BE.DE = AE.FE  ||| ∆s
(7)
10.3 D̂1 = 90° − x (∠s on str line)  D̂1 = 90° − x
B̂1 = 90° − x (∠ sum ∆)  reason
B̂1 = D̂1  B̂1 = 90° − x
 reason
(4)
[19]

TOTAL: 100

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