MATHEMATICS

2024 KUTLWANONG
LAST PUSH

FOCUS : PAPER 1

26 - 30 OCTOBER 2024
 Introduction

Introduction

2
 Topics & Mark Allocation

Mark Allocation
Topics Grade 10 Grade 11 Grade 12
1. Functions 30 ± 3 45 ± 3 35 ± 3
2. General Algebra 30 ± 3 45 ± 3 25 ± 3
3. Calculus 35± 3
4. Patterns 15 ± 3 25 ± 3 25 ± 3
5. Financial Maths 10 ± 3 15± 3 15± 3
6. Probability 15± 3 20± 3 15± 3

3
 Information sheet

Use of the formula sheet:

• Learners must know that the formula sheet will be provided in the Exam.
• Learners must know which formulas are in the formula sheet and which one
are not there, for each topic.
• Emphasize the need to copy the formula correctly from the formula sheet.
• Learners need to know that incorrect coping of the formula will result in them
forfeiting all the marks for that question.
• Learners must not manipulate the formula before the substitution.
• Marks will be awarded for substituting into the correct formula, and correct
manipulations and answer. 4
 Approach to Questions

Steps that learner should follow when answering questions:

• Learners must read the given information with understanding (vocabulary and
instructions).
• Identify/highlight all the key words from the given information that could help
him/her to answer the questions that are to follow.

• When a diagram is given, Learners must:

✓ Read and understand the introductory sentences above the diagram before
trying to answer the question.
✓ Read questions slowly and thoroughly
✓ Link the given information with the diagram and put all information on the
diagram.
✓ Cross reference with the given information, identify what is it that they must
5
determine/calculate.
 Encourage the following:

Steps to follow when answering questions:

• Learners must recall a procedure or a formula that is applicable.

• Try to solve the problem roughly, while managing time.

• Check reasonability of their answer to be sure if it make sense and relates to

what they have previously seen.

• Keep track of what was answered earlier on as you may need those results to
answer questions that are to follows.

• Remember to also update your diagram (if any) as you answer questions.
6
 G. Algebra:-

G . Algebra !!!
Am I obvious? Don’t take
me for Granted.

7
 General Algebra:

Quadratic Equations

Inequalities

Surds

Simultaneous Equations

Nature of Roots
8
 Areas of Emphasis

Areas of Emphasis

9
 Clarification of concepts : G. Algebra
Quadratic Equations:
Emphasize on Standard form
Write the quadratic formula correctly and substitute correctly.
Check for any restrictions, i.e x > 0 , x 𝜀 N0, Correct to two decimal Places .
1.

NB: Consider all possible scenarios including simple fractions. 10

 Clarification of concepts : G. Algebra

1.2 Inequalities ( ± 4 )
Distinguish between critical values and roots
Remember !! Critical Values must be indicated as such.
Correct conclusion notation for ‘or’ ; __< x < ___
1.2.1

✓ Standard Form
1.2.2
✓ Factorization
✓ Critical Values
1.2.3 ✓ Solutions

11
 General Algebra:

1.3 Surd form ( ± 4 )

• When squaring both sides, Make the terms with the surd sign the subject of
the formula, include the middle term.
• Check the validity of both answers. i.e. indicate the invalid one in your
solution.

1.3.1

1.3.2

1.3.3

1.3.4 1.3.5
12
 General Algebra:

1.4 Exponential laws to be revised ( ± 4 )

1.4.1

1.4.2

1.4.3

13
 General Algebra:

1.5 Nature of the roots ( ± 4 ) to be understood in the context of the quadratic

formula and ensure that learners understand that for the given equation the roots
can be:
✓ D = 0, then the roots are equal, real and rational
✓ D > 0 not a perfect square, then the roots are real, unequal and irrational
✓ D > 0 A perfect square, then the roots are real, unequal and rational.
✓ D < 0 then the roots are non-real.
Activity

14
 General Algebra:
1.6 Simultaneous Equations ( ± 6 ) :
✓ How to manage the systems of the inequations.
✓ Learners should know how identify and make a variable the subject of the
formula (Check if there is a coefficient of x or y which is ± 1)
✓ Fractions should be avoided if possible
✓ Learners must be mindful of their substitution
✓ The learners should know that that the solution should be for both
variables/unknowns

1.6.1

1.6.2
15
 Patterns

Patterns !!!

16
 Patterns:-

Quadratic Patterns

Arithmetic Sequence & Series

Geometric Sequence & Series

17
Patterns

Emphasize

Distinguish between the

two formulas.

Illustrate (Sequence Numeric &

Variable)

18
Important formulas but not in the formular sheet

Application

19
Important formulas but not in the formular sheet

• Do You know
this formula?
• When is it used ?
• Is it in the
formula sheet ?

20
 Illustrations

What type of the Sequence is this ? 21

2024 Trial Examinations

Warm up !!!!
22
2024 Trial / June Examination
Don’t miss

❑ What skills were assessed ?

❑ What are possible learners' Blind
spots & How do WE mitigate on them.
❑ What must still be emphasised/
clarified ?
❑ What is it that, must we not take for
granted?

Or

What must be
23
clarified ?
2024 Trial Examinations /June Exams

❑ What skills were assessed ?

❑ What were the learners'
Blind spots & How do we
mitigate on them.
❑ What must still be
emphasised/ clarified ?
❑ What is it that, must we not
take for granted?

24
2024 Trial Examinations /June Exams

And
25
2024 Trial Examinations /June Exams

And

26
What to be emphasized

Areas of emphasis

27
 Patterns

Question type Approach in answering

Identifying the type of a sequence: Determine whether a sequence
has a:
• Arithmetic (AS) ; • Constant 1st Difference (AS)
• Quadratic Sequence ; & • Constant 2nd Difference
• Geometric Sequence (GS). • Constant Ratio (GS)

Determine the formula for the General Term: You need to determine:
• Arithmetic (AS) ; • a and d for AS
• Quadratic Sequence. • a, b and c for QS
• Geometric Sequence (GS) & • a and r for GS

Determine a specific term for a sequence i.e. T43 Substitute the value of n into Tn
28
 Patterns : Quadratic Sequence

Good Practices
❑ Develop a scheme (structure) that shows ❑ The General Term must be related to a
the first and second differences of the quadratic function/ parabola, and further
pattern. relate the Turning Point with the Max &
❑ When information is given about a Min.
Quadratic Patter , set up quadratic patterns ✓ The maximum or minimum value
with the provided information/variables. depending on the value of a, if :
❑ The quadratic (General Term) must be ✓ a > 0 : Tn will have a Minimum value.
written in standard position. ✓ a < 0 : Tn will have a Maximum value.
❑ Tell where the pattern will increase or
decrease.

29
 Patterns : Quadratic

Question type Approach in answering

• Quadratic Sequence or the position, ❑ Substitute all the known variables into
n, of a specific given term or when the general term to get an equation with
the sum of the series is given. n as the only unknown.
❑ Solve for n.
✓ Remember, n must be a natural
number.

30
Patterns : Quadratic Sequence

31
Patterns : Quadratic Sequence

32
 Patterns

Question type Approach in answering

• Determine the number of terms in a sequence, n, Substitute all the known variables into the
for Arithmetic (AS) ; general term to get an equation with n as
• Geometric Sequence (GS) & the only unknown. Solve for n. Or
• Quadratic Sequence or the position, n, of a specific Substitute all known variables into the Sn
given term or when the sum of the series is given. formula to get an equation with n as the
only unknown. Solve for n. Remember, n
must be a natural number.
• When given two sets of information, make use of For each set of information given, substitute
simultaneous equations to solve: the value of n and Tn or n and Sn.
o a and d for AS You then have two (2) equations which you
o a and r for GS can solve simultaneously (by substitution)
• Determine the value of a variable (x) when given a For AS use constant difference:
sequence in terms of x. T3 – T2 = T2 – T1
𝑇 𝑇
For GS use constant ratio: 2 = 3
𝑇1 𝑇2 33
 Patterns

Question type Approach in answering

• For a series given in a sigma notation: Remember:
Determine the number of terms The “counter” indicates the number of
terms in the series
• Determine the value of the series, in other Remember the expression next to the Ʃ sign
words, Sn in the general term, Tn. This will help you to
determine a and d or r.
Determine the general term, Tk and number
• Write a given series in a sigma notation of terms, n and substitute into σ𝑛𝑘=1 𝑇𝑘

• Determine the sum, Sn, of an AS and a GS In some cases, you have to first determine
(when the number of terms are given or the number of terms, n, using Tn. Substitute
not given) the value of a, n, and d or r into the Sn
formula 34
 Patterns

Question type Approach in answering

• Determine the sum, Sn, of an AS and a GS In some cases, you have to first determine the
(when the number of terms are given or number of terms, n, using Tn. Substitute the
not given) value of a, n, and d or r into the Sn formula
• Determine whether a GS is converging or Converging if -1 < r < 1
not.
• Determine 𝑠∞ for a converging GS Substitute values of a and r into formula for
𝑠∞
• Determine the value of a variable (x) for Determine r in terms of x and use -1 < r < 1
which a series will converge, i.e.
• (3x + 2) + (3x + 2)2 + (3x + 2)3 + ……
• Apply your knowledge of Sequence and Generate a sequence of terms from the
series on an applied example (often information given. Identify the type of
involving diagram(s) sequence. 35
Functions !!!

36
 Functions

Linear

Hyperbola

Quadratic

Exponential & Inverse

Inverse of Quadratic

37
 Low Hanging Fruits in Functions

1. Determining the coordinates of the intercepts with the axis x and or y

2. Determining the equations of the asymptotes
3. Determining the equations of the axis of symmetry
4. Sketching the graphs
5. Writing down the Domain, Range, Min, Max of a function
6. Showing that a point lies on a graph
7. Intervals on which a function is increasing or decreasing
8. Determine the Average gradient
9. Calculating coordinate of the turning points
10. Determining the equation of the inverse function
 Characteristics of Graphs / Core Content As per CAPS

Interpretation
• The learner must be able to:
❑ Write down the Domain (x ε R or x ∈ (- ∞; ∞)) and Range y ≥ 𝑞 𝑖𝑓 𝑎 > 0 or y
ε[q;∞) , 𝑦 ≤ 𝑞 𝑖𝑓 𝑎 < 0 𝑜𝑟 𝑦 ∈ (−∞; 𝑞] Please also restrict the domain
as the characteristics are also
❑ Write down the Maxima and Minima affected

❑ How f(x) has been transformed to generate reflection along y axis: f(-x), and
reflection along x – axis: - f(x),
❑ This should be demonstrated on the board using a point on a Cartesian plain.
❑ Remember f (x) is y.
39
Characteristics of Graphs/ Core Content As per CAPS (Grade 10 – 12)

❑ Horizontal Translation f (x + a) where a ε R

✓ Exponents
Please emphasize for all
✓ Hyperbola types of functions , then
include Vertical translation
✓ Quadratics
❑ Other variation: a. f(x) where a ε R
❑ Understand the vertical translation f(x) = f(x) + q
❑ If given a sketch of a function f(x) be able to determine the values of x for which:
f(x) > 0 ; f(x) > 0 ; f(x). g(x) > 0 ; f(x). g(x) > 0, x. f(x) < 0, f’(x). f(x) < 0, increase,
decrease, etc.
❑ Finding the equation, given a sketch with intercepts, turning point and or relating
two functions
❑ Given the coordinates/parameters and you find the equation. 40
 2024 Trial / June Examination

Warm Up & take it to the

next level with restricted
domain

❑ What do we need to emphasise with the general equation of a Hyperbola ?

✓ Did you relate the values of P & q with the equations of asymptote ?
✓ Did you restrict the domain & talk to increase and decrease ?
❑ What were the learners' Blind spots & How do we mitigate on them.
❑ What must still be emphasised/ clarified ?
❑ What is it that WE must not take for granted? 41
2024 Trial / June Examination

❑ What do we need to emphasise as

part of reading the statement?
Play with ❑ What skills were assessed ?
transformation ❑ What were the learners' Blind spots &
Then shift the How do we mitigate on them.
graph ❑ What must still be emphasised/
horizontally and clarified ?
write the new ❑ What is it that WE must not take for
equation h(x) granted?
❑ What are the frequently asked
questions/low hanging fruits and the
total mark :

42
 Hyperbola : Core Aspects

Grade 10 Grade 11 Grade 12

Hyperbola: Hyperbola: Hyperbola:
Learners must be able to Learners must be able to Revise Grade 10 and 11 work
recognise the equation of a recognize the equation of a on Hyperbola
hyperbola and do point to point hyperbola in various forms
𝑎 and the sketched graph of a
plotting of the graph of y =
𝑥 hyperbola itself.
Learners must investigate and a
y= + q. ( y − c)( x − b) = a (y – 2 )(x + 3) = 2
understand the effects of a and x+ p
𝑎
q in the function 𝑦 = + 𝑞
𝑥
ax + q Remind learners on
Learners need to understand y=
horizontal and vertical x+ p how to resolve this

asymptotes
43
Hyperbola : Sketching the Graph from the properties

44
Hyperbola : Core Aspects

✓ Equation of the Vertical & Horizontal

Asymptote.
✓ Value of p & q
✓ Domain & Range
✓ Equations of symmetry
✓ Y = mx + c, m > 0 and m < 0.
The point where the two asymptotes
intercept,.
NB: With the two equations of symmetry,
you have all of the above.

Remember !! f (x) increase when a < 0 and decrease a > 0.

45
Hyperbola : Sketching the Graph from the properties

Given the Equations of Symmetry

46
 Parabola : Core Content As Per CAPS

Grade 10 Grade 11 Grade 12

Parabolic Functions: Parabolic Functions: Inverse of a Parabola
Learners need to able sketch and • Learners need to be able to recognize the equation o Learners need to be able to
recognise the graph of a of the graph of a parabola in various forms and the determine the inverse of a
parabola 𝑦 = 𝑥 2 sketched graph of a parabola itself. parabola and determine
Learners need to be able to o y = a (x + p) 2 + q whether its a function or not
investigate and understand the Turning Point, o Restricting the domain of the
o y= ax2 + bx + c Intercepts ,
effects of a and q in the function quadratic function so its
o y = a (x – x1) (x – x2 ) Shape :
𝑦 = 𝑎𝑥 2 + 𝑞 inverse also becomes a
(a > 0 or a < 0)
Learners need to be able to: function and sketching the
inverse clearly stating the
• determine the equation of a domain and range
parabola. • Learners must be able to understand the effect of
• Interpret parameters a, p, and q
 Remember : Parabola [Key emphasis on the Tp (p,q) ]

Through the Turning point:

✓ Equation of symmetry

✓ Range

✓ Min or Maximum, depending on the value of the parameter a

✓ Increase (f’ (x) > 0) or decrease (f’ (x) < 0)

✓ Related Transformation (Vertical Transformation)

✓ x – Intercept/Zeros : Length

What else ?

48
2024 Trial Examination: Equations are given

❑ What do we need to emphasise as

part of reading the statement?
❑ What skills were assessed ?
❑ What were the learners' Blind spots &
How do we mitigate on them.
❑ What must still be emphasised/
clarified ?
❑ What is it that WE must not take for
granted?

49
Combination of functions (two functions & one where the equation
must be determined)

Please restrict the domain

within x ε [-5 ; -1] and
discuss its characteristics

50
Trial Examination: Determining the equations of the graph

What do the learners start ?

• Relate the graph and its
equation.
• Link the statement with the
Graphs
• Start form the graph with
more information.

51
Trial Examination: Determining the equations of the graph

52
 2024 Trial /June Examination

Is it important for the

learners to indicate p’ with
its coordinate ? Check if
they swop the coordinates 53
2024 Trial / June Examination

looking at the Graph

what is the possible
value of a ; Play with
your transformation,
characteristics.

54
Practice

55
2024 Trial Examination

56
Financial Maths

57
 Financial Maths

Future Value :- Once Off & Depreciation

Future Value :- Annuities

Sinking Fund

Present Value & Balance Outstanding

58
 Financial Maths

The learners must:

• Be familiar with all the finance formula in the formula sheet and
knows those that are not in the formula sheet like
o sinking fund
o Nominal conversion formula: (i.e. interest conversion, Monthly
to Quarterly and vice versa etc.
• Understand a situation where a specific formula is applicable, and
they can substitute correctly.
• Understand variables in each formula.
• Have comprehension skills which enable them to interpret the
given information leading them to:
o Creates a visual picture and translate the given information into a time-line. 59
 Financial Maths

The learners must:

• List the given data and align it with the variables in the Finance
Formula.
• Choose an appropriate formula (What are the guiding
statements/word that leads you to choose a specific formula)
✓ Is it a once of payment
✓ Annuities
✓ Is it an investment or Loan

60
 Take time to explain each formula & its variable

Substitution
into a
correct
formula
 Take time to explain each formula & its variable

GROWTH
DECAY

SIMPLE INTEREST

COMPOUND INTEREST

Once off Payments !!!

Variables involved : 4 with 3 unknowns

Words/
Breakdown/List Statement to Correct
the Given Data help identify the substitution
formula

The formular must only

be manipulated after
substitution
 Different Compounding Periods

Example

1. Discuss the compounding period with your learners, and what variables ( i, n ) are affected
2. Are you sure your learners can manage logs to calculate n
 Take time to explain each formula & its variable

Emphasise on x , the regular

equal payments (What is
meant by regular payment
as opposed to once off
payment)
Relate with the number of
payments
 Discuss the timeline to clarify n
Graphical Interpretation of Simple Growth

Also Discuss and illustrate on the timeline what is meant by in :

• Two (2) months time
• Three(3) months time
 Take time to explain each formula & its variable

Explain the relationship between us and

the financial institution to clarify the
concept of a loan.
This will lead to withdrawal from
invested lump-sum, inheritance, winning
a lottery, etc.
Discuss the timeline to clarify the Gap & n
Discuss the timeline to clarify the Gap & n
Graphical Interpretation of Simple Growth
 Present Value Formulae

Where :
P : Present value / outstanding Balance
x : Value of the instalment (usually paid monthly)
i : Interest rate (not in percentage)
n : number of payment (deposit) that still have to be made
 Next steps : Choosing the formula & Substitute

1.Is it an investment , Depreciation or a loan?

2.Once off payment or regular payment

What are the
questions to 3.What is the given data ?
ask ?
4.List the data for each variable

5.Substitute in the formula

 2024 Trial / June Examination

❑ What do we need to emphasise as

part of reading the statement?
6.1.1 Show that n = 6 ❑ What skills were assessed ?
❑ What were the learners' Blind spots &
How do we mitigate on them.
❑ What must still be emphasised/
clarified ?
❑ What is it that WE must not take for
granted?
❑ What if the interest was compounded
quarterly but payments were made
monthly ?

Nominal conversion formula: (i.e. interest conversion,

72
Monthly to Quarterly and vice versa etc.
2024 Trial / June Examination

73
 Loans involving deposits

Siphokazi bought a house. She paid a deposit of R102 000, which is equivalent to 12% of the selling
price of the house. She obtained a loan from the bank to pay the balance of the selling price. The
bank charges her interest of 9% per annum, compounded monthly.

4.1 Determine the selling price of the house.

4.2 The period of the loan is 20 years, and she starts repaying the loan one month after it was granted.
Calculate her monthly instalment.
4.3 How much interest will she pay over the period of 20 years? Round your answer correct to the nearest
rand.
4.4 Calculate the balance of her loan immediately after her 85th instalment.
4.5 She experienced financial difficulties after the 85th instalment and did not pay any instalments
for 4 months (that is months 86 to 89).
Calculate how much Siphokazi owes on her bond at the end of the 89th month.
4.6 She decides to increase her payments to R8 500 per month from the end of the 90th month. How
many months will it take to repay her bond after the new payment of R8 500 per month?
74
 Future & Present Value

QUESTION 1

• Nomsa started working on 1 January 1970. At the end of January 1970 and at the end of
each month thereafter, she deposited R400 into an annuity fund. She continued doing this
until she retired on 31 December 2013.
1.1.1 Determine the total amount of money that she paid into the fund

1.1.2 The interest rate on this fund was 8% p.a., compounded monthly.

Calculate the value of the fund at the time that she retired
1.1.3 On 1 January 2014 Nomsa invested R 2 million in an account paying interest at 10%
p.a. compounded monthly. Nomsa withdraws a fixed amount from this account at
the end of each month, starting on 31 January 2014. If Nomsa wishes to make
monthly withdrawals from this account for 25 years, calculate the maximum amount
she could withdraw at the end of each month.
75
Practice 3 Sinking Fund
 Calculus

Calculus !!!

77
 Calculus

Average Gradient & First Principle

Rules for Differentiation

Cubic Function

Application of Calculus

78
Calculus

79
 Differential Calculus

Limit, Average Gradient & First Principle

Rules for Differentiation

Cubic Function

Application of Calculus

80
2024 Trial Examination

❑ What do we need to emphasise as

part of reading the statement?
❑ What skills were assessed ?
❑ What were the learners' Blind spots &
How do we mitigate on them.
❑ What must still be emphasised/
clarified ?
❑ What is it that WE must not take for
granted?

81
2024 Trial Examination

82
What to be emphasized

Areas of emphasis

83
 SKILLS TO BE EMPHASIZED
• Average Gradient :
• The learners need to understand the concept of the average Gradient
within the context of two points on the curve.
• They need to know and understand the Average Gradient Formula.
✓ must know that its in the formula sheet and they should copy it
correctly and substitute correctly.
• Need to understand what is meant by finding/determining the gradient
from first principles and know the first principles formula.
✓ must be able to copy the first principles formula correctly and
substitute correctly
• Be able to simplify the first principles expression (algebra) correctly.
• Need to be mindful of the notation and apply it correctly when they
simplify the first principles expression.
NB: For Binomial (two terms) & Trinomial (three terms) learners must
introduce a bracket to manage f(x) 19
 Average Gradient between two points

The average gradient between two points on a curve is the gradient of the straight line connecting
the two points. Therefore the average gradient of a function f , between x = a and x = b is
defined to be the gradient of a line connecting the points on the graph of the function. We say the
average gradient of f over the interval a ; b is the gradient of a lie joining the two points

The average gradient of a function f , between x =a and x = b is given by the formula:

f (b)− f (a)
Average gradient =
b−a
EXAMPLE : AVERAGE GRADIENT BETWEEN TWO POINTS

Given the equation 𝑓 𝑥 = 𝑥2 − 𝑥 − 6, find the average gradient

between 𝑥 = 1 and 𝑥 = 4.
➢ First, we need to find the value of 𝑓(𝑥) at 𝑥 = 1. This is the
𝑦 −value of 𝑓(𝑥) at 𝑥 = 1.

𝑓 1 = 2(1)2 − 1 − 6 = 5
𝑓 4 = 2(4)2 − 4 − 6 = 22
Now we can substitute these values into average gradient formula:
𝑦 𝐵 −𝑦 𝐴
➢ = 22−(−5) = 27 = 9
𝑥 𝐵 −𝑥 𝐴 4−1 3
Formular Sheet : Skills to be emphasized

87
Calculus : Application of the 1st
Principle

88
 First Principle (Scenarios)

1.4 Determine f '(x) from first principles

1.4.1 f ( x ) = − 2 x
2

1 2
1.4.2 f ( x ) = x + x − 2
2
2
1.4.3 f (x) = 32
x
Calculus : Rules for
Differentiation

33
 Ruled for Differentiation : Skills to be emphasized

1. Spend time revising the simplification of surds, rational exponents

before introducing the Rules.
2. No go areas (No: brackets , surds and variable in the denominator
before you differentiate)
3. Must know how to tell which variable they are required to differentiating
with respect to.
4. Must expose themselves to variety of questions having different
notations including where a variable is given as constant.
5. Must always use of correct notation and a learner can not change the
notation.
6. Following instructions is once more important, on how the answer
should be provided whether with a + ve or – ve (final answer)
NB: Rules for Differentiation not in the Formula Sheet !!! 34
Ruled/Laws for Differentiation : Aspects to be emphasized

1. If 𝑓 𝑥 = 𝑘𝑛2 where 𝑘 is a constant, then 𝑓 ′ 𝑥 = 𝑘. 𝑛𝑥𝑛−1

➢ Example: if 𝑓 𝑥 = 6𝑥3, then 𝑓′ 𝑥 = 6.3𝑥2 = 18𝑥2

2. If 𝑓 ′ 𝑥 = 0𝑓 𝑥 = 𝑘, where 𝑘 is a constant, then 𝑓 ′ 𝑥 = 0

➢ Example: if 𝑓 𝑥 = 3, then 𝑓 ′ 𝑥 = 0

3. If 𝑓 𝑥 = 𝑔 𝑥 + ℎ(𝑥), then 𝑓′ 𝑥 = 𝑔′ 𝑥 + ℎ′(𝑥) Pay attention

The derivative of a sum is the sum of the derivatives

➢ Example: if 𝑓 𝑥 = 6𝑥3 + 𝑥 6 , then 𝑓′ 𝑥 = 18𝑥2 + 6𝑥5

Similarly, the derivative of a difference is the difference of the derivatives

➢ Example: if 𝑓 𝑥 = 6𝑥3 − 𝑥 6 , then 𝑓′ 𝑥 = 18𝑥2 − 6𝑥5

 Ruled for Differentiation : Aspects to be clarified

Developing
their
confidence

93
 Ruled for Differentiation : Aspects to be emphasized

Developing
their
confidence

94
Building that Conceptual Understanding & clarification !!!!

Subject of the
formula & what
variable is the
derivative with
respect to

95
Building that Conceptual Understanding & clarification !!!!

Subject of the
formula & what
variable is the
derivative with
respect to

96
Calculus : Cubic Functions

44
2024 Trial Examination

❑ What do we need to emphasise

as part of reading the statement?
❑ What skills were assessed ?
❑ What were the learners' Blind
spots & How do we mitigate on
them.
❑ What must still be emphasised/
clarified ?
❑ What is it that WE must not take
for granted?

98
Notable Trend with other Provincial Papers (GP)

99
What to be emphasized

Areas of emphasis

100
 Cubic Function

The learners need to know and follow these steps when sketching a cubic
function:
❑ The learners must be able to Factories a third-degree polynomial using any
method to determine the x-intercepts (the x-intercepts are also known as
the: zeros, roots, f (x) = 0, y = 0). It would be an advantage if they can be
able factories using a calculator.
❑ Before learners can sketch a cubic function, they at least need to know the
shape of their graph as guided by value of a where a could be a > 0
(increasing) and a < 0 (Decreasing).
❑ They must also be able to find the y - intercept, which is when x = 0, or
given by the value of d. 45
 Cubic Function

f(x) = ax3 + bx2 + cx + d. f(x) = ax3 + bx2 + cx + d.

a>0 a<0

46
 Cubic Function
❑ Learners must be able to use the first derivative to find
the coordinates of the turning points, which are also
known as the Stationery points or local minima and local
maxima. In simple terms, this is finding f’(x) = 0, solve for
x, and then find the corresponding y-values to give the
coordinate of the turning point.
❑ Examiners often require learners to write the intercepts
with the axes, stationary points and points of inflection in
coordinate form (a ; b)
NB: Make sure that the learners are aware of this. 47
 Cubic Function

Scenarios on Sketching a
Cubic Function !!!

10
4
 Cubic Function !!!!

1. Intercepts (3 - roots)
2. Coordinates of the turning point on the x-axis and one
other root.
3. One root with a two (2) Turning points
4. One root & point of inflection.
All Cubic functions
Scenarios must be
discussed and done!!!

10
5
 Interpretation Of A Cubic Function

❑ Tell where f is increase, that is (f’(x) > 0, or decrease f’(x) < 0).

NB : The symbols and notation is important.

❑ Understand that the point of inflection is determined by equating the second
derivative to zero and solving for x. An alternative method is to add up the x-
coordinates of the turning points and divide by 2 (i.e., determining the midpoint of
the two turning points).

❑ Tell for which values of x will f (x) be concave up: f “(x) > 0 & Concave down: f “(x) < 0
❑ When will f have three real roots, two distinct roots, one real root, ?
❑ Determine the values of x, for which: x. f(x) < 0, f’(x) > 0 , f’(x). f(x) < 0,
10
6
 Interpretation Of A Cubic Function

• Turning point f’(x) = 0 :

✓ Increase & Decrease
✓ Gradient = 0
✓ X-coordinates : Point of inflection
✓ X-intercepts of the corresponding parabola

• Inflection Point f’’(x) = 0

❖ Concavity f’’(x) > 0 (up)
• Concave f’’(x) < 0 (down)
Interpretation Of A Cubic Function
Interpretation Of A Cubic Function
 Roots in Cubic Functions

The function 𝑓 𝑥 below has the equation 𝑓 𝑥 = −𝑥3 + 3𝑥2 + 9𝑥 − 4.

Determine the value(s) of:

a) k for which −𝑥3 + 3𝑥2 + 9𝑥 + 𝑘 = 0 will have two distinct real roots
b) p for which −𝑥3 + 3𝑥2 + 9𝑥 − 4 = 𝑝 has Three distinct real roots
c) r for which 𝑓 𝑥 = 𝑟 has one real root.
 Sketch & Interpretation Of A Cubic Function
What Skills are assessed ? How do we clarify ?

Given: f (x) = 2x3 − x 2 − 4x + 3

1. Show that (x −1) is a factor of f (x).
2. Hence factorize f (x) completely.
3. Determine the coordinates of the turning point / Stationary/ Local Minima & Maxima of f
4. Draw a neat sketch graph of f indicating co-ordinates of the turning point as
well as the intercepts with the axes.
1. Use symbolic
5. For which value of x will f have a point ofinflection? notation to write
down the
6. For which values of x – will f increase and decrease ? characteristics of f

2. Restrict the
1.7 For which values of x – will f be concave up and down? Domain

55
 What Skills are assessed ? How do we clarify ?
Given: f (x) = x 3 + 6x 2 + 1 2 x + 7

1. Determine the coordinates of the y-intercept. (1)

2. Show that the graph of f cuts the x-axis at one point only. (4)

1.3 Sketch the graph of f showing the intercepts with the axes, any stationary
point(s) and the point of inflection. (6)

1.4 Determine the values of x for which the graph of f is concave down. (1)

1.5 On the same set of axes, draw sketch graphs of y = f  (x) and y = f  (x) .
Show the intercepts with the axes. (5)

1.6 Determine the value(s) of x for which:

1. f  (x). f  (x)  0 (1)

2. f  (x) − f  (x) is a maximum. (4)

[22] 56
 Equation of a Tangent

❑ The tangent to a point on the curve is a

straight line that touches the curve at that
single point and has the exact same
gradient as the curve at that point.

❑ A tangent is defined by a line y = mx + c

✓ To find the gradient of the tangent, we
need to find the gradient of the curve
at that exact point.
✓ To do this, we find the derivative of the
function at that point (by substituting
the x-value into the derivative) and this
equals the gradient.
 Using the First Principle to find the Equation of a ta(Scenarios)

1.4 Determine f '(x) from first principles

1.4.1 f ( x ) = − 2 x
2

1 2
1.4.2 f ( x ) = x + x − 2
2
2
1.4.3 f (x) = 58
x
Determine The Equation of
a Cubic Function!!!

59
 Finding an equation of a Cubic Function

Scenarios for the Equation of a Cubic function

1. Intercepts (roots) and a point on the graph.
2. Turning point on the x-axis and one other root.
3. Turning point not necessary on the x-axis and one other point
4. Two Turning points.
5. Relationship between the functions if more than one.
Finding an equation of a Cubic Function
 Finding an equation of a Cubic Function

Case 1 continued....
 Finding an equation of a Cubic Function

EXAMPLE 1
 Finding an equation of a Cubic Function

Example 1 continued..
 Finding an equation of a Cubic Function

Example 1 continued..
Finding an equation of a Cubic Function
 Finding an equation of a Cubic Function

• Solution
 Finding an equation of a Cubic Function

• Continued……
Finding an equation of a Cubic Function
 Finding an equation of a Cubic Function
Solution
 Finding an equation of a Cubic Function
Continued……
 Finding an equation of a Cubic Function

• Continued...
Finding an equation of a Cubic Function
 Finding an equation of a Cubic Function
Example continued....
Finding an equation of a Cubic Function
Finding an equation of a Cubic Function
Finding an equation of a Cubic Function
Finding an equation of a Cubic Function
Finding an equation of a Cubic Function
Finding an equation of a Cubic Function
Finding an equation of a Cubic Function
Finding an equation of a Cubic Function
 Finding the Equation of a Cubic Function

The graph below represents the functions f and g with f (x) = ax 3 − cx − 2 and g(x) = x − 2 .
The points A and (−1; 0) are the x-intercepts of f. The graphs of f and g intersect at A and C.

1.1

1.2

1.3

1.4
 Finding an equation of a Cubic Function
The diagram shows the graphs of the following:

y = f (x ) = − x 3 + bx 2 + cx + d y = g ( x ) = − 2 x 2 + 3x + 2

The graph of f and g intersect in the points D and E with D on the y-axis and E the point
(2 ; 0) . F is a point on f with coordinates (4 ; − 2) .
 Finding an equation of a Cubic Function

1 Calculate the value of b, c and d. (6)

2 Determine the coordinates of the turning points A and B of the graph of f.

You may assume that b = 6, c = −9 and d = 2 . (5)

3 Determine the coordinates of the point C on g, where the gradient of the tangent
to g equals the gradient of the tangent to f through the point F on f. (5)

4 Determine the length of the line segment joining B and C. (1)

[17]
Cubic Function : Learner Practice

142
Cubic Function : Learner Practice

143
Cubic Function : Learner Practice

144
Application of Calculus
Prior Knowledge : Revise Rate of change - Grade 8 & 9
RATE
• A rate is a measure of how rapidly one quantity changes in comparison to
another.
• The two quantities usually have different units (as opposed to having the same
unit in the case of ratios).
• When expressing a rate, we use the word per (/), which means for every and we
write this using the symbol / {e.g. km/h, ml/s, kg/m3 etc.}.
• Illustration, consider speed as a rate measured in km/h:
Prior Knowledge : Revise Measurement Grade 9 & 10
Prior Knowledge : Revise Measurement Grade 9 & 10
 Recap on shapes : Formula for Volume Surface Area
Tools :
Learners should know the formulas of
shapes (Area, Surface area and volume

Interpret each
variable with
learners
 MINIMA AND MAXIMA

Steps to solving Maxima and Minima Problems:

❑ Highlight what the question ask and make an expression
for what has to be maximized or minimized.
❑ Draw a diagram if possible.
❑ If there are two (2) variable, eliminate on using the given
information and simultaneous equations.
❑ Write down f(x) and f’(x)
❑ Set the derivative equal to zero (0) for maximum or
minimum.
❑ Answer the question.
 APPLICATION OF DIFFERENTIAL CALCULUS

What Skills are assessed ? How do we clarify ?

A stone is thrown vertically upwards. Its height (in metres) above the ground
at time t (in seconds) is given by: h(t) = − 2t2 + 12t + 32 .

(a) Determine the initial height of the stone above the ground. (1)

(b) Determine the time taken to reach the maximum height. (3)

(c) How fast was the stone travelling when it hit the ground? (5)

(d) Determine the acceleration of the stone. (1)

 APPLICATION OF DIFFERENTIAL CALCULUS

What Skills are assessed ? How do we clarify ?

The distance covered in metres by an object A is given as s(t) = 3t2 − 5t .

The distance covered in metres by object B is given as s(t) = t 3 − 2t 2 + 3t + 5 .
In both cases t represents time in seconds.

Determine:

1. the time it will take both objects to reach the same speed. (5)

2. the time it will take before the acceleration of both objects will be exactly
the same. (3)
[8]
 APPLICATION OF DIFFERENTIAL CALCULUS

What Skills are assessed ? How do we clarify ?

1.1

1.2

1.3
 MINIMA AND MAXIMA
What Skills are assessed ? How do we clarify ?
A drinking glass, in the shape of a cylinder, must hold 200 mℓ of liquid when full.

200
(a) Show that the height of the glass, h, can be expressed as h = .
r2

h (b) Show that the surface area of the glass can be expressed as
400
S(r) = r2 + .
r

r
(c) Hence determine the value of r for which the total surface area of the glass
is a minimum.
 MINIMA AND MAXIMA
What Skills are assessed ? How do we clarify ?

A wire, 4 metres long, is cut into two pieces. One is bent into the shape of a square and the
other into the shape of a circle.

1. If the length of wire used to make the circle is x metres, write in terms of x, the
lengths of the sides of the square in metres. (1)

2. Show that the sum of the areas of the circle and the square is given by:

A(x) =  +
1 1  2 x
 x − +1 square metres (5)
 16 4π  2

3. How should the wire be cut so that the sum of the areas of the circle and the square
is a minimum? (4)
[10]
 MINIMA AND MAXIMA
What Skills are assessed ? How do we clarify ?
In the given solid wooden triangular prism, the lengths of the sides of the right-angled triangles
are 3x, 4x and 5x and the height of the prism is y. The surface area of the prism is 3 600 cm2 .
 MINIMA AND MAXIMA
What Skills are assessed ? How do we clarify ?

A petrol tank at a petrol depot has both the inlet and the outlet pipes which are used
to control the amount of petrol it contains. The depth of the tank is given by

t 2 t3
D(t) = 6 + −
4 8

where D is in metres and t is in hours that are measured from 09:00.

10.1 Determine the rate at which the depth is changing at 12:00, and then state
whether there is and increase or decrease in depth. Round off you answer to
two decimal digits. (3)

10.2 At what time other than 09:00 will the inflow of petrol be the same as the
outflow? (3)
[6]
Application of Calculus : Learner Practice

158
Application of Calculus : Learner Practice

159
 Probability :-

Probability!!!

160
 Probability

Understanding of Probability Rules

Interpret & Sketch the Two & Three Event Diagrams (Venn)

Interpret & Sketch : Tree Diagram & Contingency Table

Counting Principle

161
2024 Trial Examination

❑ What do we need to emphasise as

part of reading the statement?
❑ What skills were assessed ?
❑ What were the learners' Blind spots &
How do we mitigate on them.
❑ What must still be emphasised/
clarified ?
❑ What is it that WE must not take for
granted?

162
 2024 Trial Examination : Probability Rules

• Confirm understanding of terminology.

• Probability Rules
• Application 163
2024 Trial Examination : Tree Diagram

164
 Venn Diagram
At a school for boys there are 240 learners in Grade 12. The following information was
gathered about participation in school sport.

122 boys play rugby (R)

58 boys play basketball (B)
96 boys play cricket (C)
16 boys play all three sports
22 boys play rugby and basketball
26 boys play cricket and basketball
26 boys do not play any of these sports
Let the number of learners who play rugby and cricket only be x.

3.1 Draw a Venn diagram to represent the above information. (8)

3.2 Determine the number of boys who play rugby and cricket. (3)

3.3 Determine the probability that a learner in Grade 12 selected at random:

(Leave your answer correct to THREE decimal places)

3.3.1 only plays basketball. (2)

3.3.2 does not play cricket. (2)

3.3.3 participates in at least two of these sports. (2) 165

Counting Principle : Arrangements of objects

166
What to be emphasized

Areas of emphasis

167
 FET Core Content to be clarified

Grade 10 Grade 11 Grade 12

-Definition of Probability • Revise Grade 10 work • Revise grade 10 and 11 work
𝑛(𝑒)
▪ 𝑃 = 𝑛(𝑠) • Identify dependent and • Counting Principle
independent events. • Terminology
o Probability scale • Independent: 𝑃 𝐴𝑎𝑛𝑑𝐵 = • Factorial notation
▪ 0 to 1 𝑃(𝐴) × 𝑃(𝐵) • Dealing with repetition
• Venn Diagram: Three events • Selections
• Construction (Sample space • Probability problems using Venn
▪ Terminology( Understanding and Events)(Use of colours) diagrams, tree diagrams, two-way
apply) • Interpretation contingency tables, and other
▪ Events • Contingency table techniques (like the Fundamental
▪ Experiment • Construct Counting Principle) to solve
▪ Sample space • Interpretation probability problems (where
• Tree diagram events are not necessarily
• How to draw independent).
• Interpretation

168
 FET Core Content to be clarified

Grade 10

▪ Venn Diagram
o Two events
✓ Mutually exclusive. 𝑃 𝐴𝑜𝑟𝐵 = 𝑃 𝐴 + 𝑃(𝐵) , 𝑃 𝐴𝑎𝑛𝑑𝐵 = 0
✓ Exhaustive 𝑃 𝐴𝑜𝑟𝐵 = 1
✓ Complementary 𝑃 𝐴 + 𝑃 𝐵 = 1,
✓ Inclusive 𝑃 𝐴𝑜𝑟𝐵 = 𝑃 𝐴 + 𝑃 𝐵 − 𝑃(𝐴𝑎𝑛𝑑𝐵)
✓ Relative Frequency and Theoretical Probability
❑Sample space

169
 Probability Tools:

• Tree Diagram
• Contingency table
• Apply the Fundamental Counting Principle
❑ Solve problems involving Codes (repetition versus non-repetition)
❑ Understand the meaning and Application of Factorial
❑ Arrangement of words (distinct, letters of the alphabet, e.g. vowels
and consonants)
❑ Arrangement of items
❑ Grouping of items
❑ Calculation of probability based on counting principle 170
FET Core Content to be clarified

171
 Clarification/Unpack the critical concepts/aspects
1. Probability (Basics):
• Probability measures how likely an event is to occur, represented as a
number between 0 (impossible) and 1 (certain).
1
• Example: The probability of flipping Heads on a fair coin is ​ or 0.5.
2
2. Sample Space and Events
Sample Space (Universal Set):
• The sample space SSS is the collection of all possible outcomes of a random
experiment. It's like listing down everything that could possibly happen.
• Example: If you're flipping a coin, the sample space SSS would be {Heads,
Tails}.
3. Event(s):
• An event is a subset of the sample space, meaning it's a collection of
specific outcomes that we're interested in.
• Example: In the coin flip example, an event could be "getting Heads" or
"getting Tails".
4. Probability tools : Venn Diagram, Tree Diagram , Contingency Table &
Counting Principle. 172
Probability: Construct a Venn Diagram (3 – Events)

Discussion Area :

1. What concepts need to clarified ?

2. How will we clarify/bring the
concept?
3. What terminology needs to be
clarified?
4. What Anchoring Ideas or
illustrations can I use to clarify
further?

18
 Probability Tools:

• Understand the meaning and Application of Factorial

• Apply the Fundamental Counting Principle
• Solve problems involving Codes (repetition versus non-repetition)

174
 Learner Practice : Contingency Table
The table below represents the favourite sport for 120 learners.

Boys Girls Total

Golf 32 12 44
Tennis 18 23 41
Squash 20 15 35
Total 70 50 120

12.1 Determine the probability that if a learner is selected at random, then the
learner who is selected:

12.1.1 is a boy who plays tennis or squash. (2)

12.1.2 is a learner who plays tennis. (1)

12.1.3 is a girl. (1)

12.1.4 is a boy who plays golf if ONLY the boys are selected.
175
Thank you