‘There is geometry in the humming

of the strings. There is music in the

spacing of the spheres.’
-Pythagoras

MATHEMATICS
LESSON PLAN
GRADE 11 TERM 4
 MESSAGE FROM NECT
NATIONAL EDUCATION COLLABORATION TRUST (NECT)
Dear Teachers

This learning programme and training is provided by the National Education Collaboration Trust
(NECT) on behalf of the Department of Basic Education (DBE). We hope that this programme
provides you with additional skills, methodologies and content knowledge that you can use to
teach your learners more effectively.

WHAT IS NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to eliminate
poverty and reduce inequality by the year 2030. Improving education is an important goal in
the NDP which states that 90% of learners will pass Maths, Science and languages with at least
50% by 2030. This is a very ambitious goal for the DBE to achieve on its own, so the NECT
was established in 2015 to assist in improving education.

The NECT has successfully brought together groups of people interested in education so that
we can work collaboratively to improve education. These groups include the teacher unions,
businesses, religious groups, trusts, foundations and NGOs.

WHAT ARE THE LEARNING PROGRAMMES?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District Devel-
opment Programme’. This programme works directly with district officials, principals, teachers,
parents and learners; you are all part of this programme!

The programme began in 2015 with a small group of schools called the Fresh Start Schools (FSS).
Curriculum learning programmes were developed for Maths, Science and Language teachers in
FSS who received training and support on their implementation. The FSS teachers remain part of
the programme, and we encourage them to mentor and share their experience with other teachers.

The FSS helped the DBE trial the NECT learning programmes so that they could be improved and
used by many more teachers. NECT has already begun this scale-up process in its Universalisa-
tion Programme and in its Provincialisation Programme.

Everyone using the learning programmes comes from one of these groups; but you are now
brought together in the spirit of collaboration that defines the manner in which the NECT works.
Teachers with more experience using the learning programmes will deepen their knowledge and
understanding, while some teachers will be experiencing the learning programmes for the first time.

Let’s work together constructively in the spirit of collaboration so that we can help South Africa
eliminate poverty and improve education!
www.nect.org.za
 CONTENTS
Message from NECT ii
Contentsiii
Programme Orientation iv

Topic 1 Statistics 1
Topic 1, Lesson 1: Revision 7
Topic 1, Lesson 2: Histogram and frequency polygons 12
Topic 1, Lesson 3: Cumulative frequency curves (ogives) 18
Topic 1, Lesson 4: Variance and Standard deviation 29
Topic 1, Lesson 5: Symmetric and Skewed data and Identification of outliers 38
Topic 1, Lesson 6: Revision and Consolidation 45

REVISION 51
Revision - Week 1 54
Revision - Week 2 74
Revision - Week 3 97

iii
 MATHEMATICS GRADE 11, TERM 4

PROGRAMME ORIENTATION
Welcome!

The NECT FET Mathematics Learning Programme is designed to support teachers by provid-
ing:
zz Lesson Plans
zz Trackers
zz Resource Packs
zz Assessments and Memoranda
zz Posters.

This Mathematics Learning Programme provides most of the planning required to teach FET
Mathematics. However, it is important to remember that although the planning has been done
for you, preparation is key to successful teaching. Set aside adequate time to properly prepare
to teach each topic.

Also remember that the most important part of preparation is ensuring that you develop your
own deep conceptual understanding of the topic. Do this by:
zz working through the lesson plans for the topic
zz watching the recommended video clips at the end of the topic
zz completing all the worked examples in the lesson plans
zz completing all activities and exercises in the textbook.

If, after this, a concept is still not clear to you, read through the section in the textbook or related
teacher’s guide, or ask a colleague for assistance. You may also wish to search for additional
teaching videos and materials online.

Orientate yourself to this Learning Programme by looking at each component, and by taking
note of the points that follow.

iv Grade 11 MATHEMATICS Term 4

 MATHEMATICS GRADE 11, TERM 4

TERM 4 TEACHING PROGRAMME

1. In line with CAPS, the following teaching programme has been planned for FET
Mathematics for Term 3:

Grade 10 Grade 11 Grade 12

No. of No. of No. of
Topic Topic Topic
weeks weeks weeks
Probability 2 Statistics 3 Revision 3
Revision 4 Revision 3

2. Term 4 lesson plans and revision plan are provided for six weeks for Grades 10 and 11.

3. Term 4 revision plans are provided for three weeks for Grade 12

4. Each week includes 4,5 hours of teaching time, as per CAPS.

5. You may need to adjust the lesson breakdown to fit in with your school’s timetable.

LESSON PLAN STRUCTURE

The Lesson Plan for each term is divided into topics. Each topic is presented in exactly the
same way:

TOPIC OVERVIEW

1. Each topic begins with a brief Topic Overview. The topic overview locates the topic
within the term, and gives a clear idea of the time that should be spent on the topic. It also
indicates the percentage value of this topic in the final examination, and gives an overview
of the important skills and content that will be covered.

2. The Lesson Breakdown Table is essentially the teaching plan for the topic. This table lists
the title of each lesson in the topic, as well as a suggested time allocation.
For example:

Lesson title Suggested time

(hours)
1 Revision 2,5
2 Venn diagrams 2,5
3 Inclusive and mutually exclusive events; 1,5
Complementary and Exhaustive events
4 Revision and Consolidation 1,5

Grade 11 MATHEMATICS Term 4 v

 MATHEMATICS GRADE 11, TERM 4

3. The Sequential Table shows the prior knowledge required for this topic, the current
knowledge and skills to be covered, and how this topic will be built on in future years.

zz Use this table to think about the topic conceptually:

- Looking back, what conceptual understanding should learners have already mas-
tered?
- Looking forward, what further conceptual understanding must you develop in learn-
ers, in order for them to move on successfully?
zz If learners are not equipped with the knowledge and skills required for you to continue
teaching, try to ensure that they have some understanding of the key concepts before
moving on.

zz In some topics, a revision lesson has been provided.

4. The NCS Diagnostic Reports. This section is potentially very useful. It lists common
problems and misconceptions that are evident in learners’ NSC examination scripts. The
Lesson Plans aim to address these problem areas, but it is also a good idea for you to keep
these in mind as you teach a topic.

5. The Assessment of the Topic section outlines the formal assessment requirements as
prescribed by CAPS for Term 4.

Grade Assessment requirements for Term 4 (as prescribed in CAPS)

10 Test, Examination Paper I and Paper II
11 Test, Examination Paper I and Paper II
12 Examination Paper I and Paper II

6. The glossary of Mathematical Vocabulary provides an explanation of each word or phrase

relevant to the topic. In some cases, an explanatory sketch is also provided. It is a good idea
to display these words and their definitions or sketches somewhere in the classroom for the
duration of the topic. It is also a good idea to encourage learners to copy down this table in
their free time, or alternately, to photocopy the Mathematical Vocabulary for learners at the
start of the topic. You should explicitly teach the words and their meanings as and when you
encounter these words in the topic.

INDIVIDUAL LESSONS

1.. Following the Topic Overview, you will find the Individual Lessons. Each lesson is
structured in exactly the same way. The routine within the individual lessons helps to
improve time on task, and therefore, curriculum coverage.

2. In addition to the lesson title and time allocation, each lesson plan includes the following:

vi Grade 11 MATHEMATICS Term 4

 MATHEMATICS GRADE 11, TERM 4

A. Policy and Outcomes. This provides the CAPS reference, and an overview of the
objectives that will be covered in the lesson.

B. Classroom Management. This provides guidance and support as you plan and prepare
for the lesson.

zz Make sure that you are ready to begin your lesson, have all your resources ready
(including resources from the Resource Pack), have notes written up on the chalk-
board, and are fully prepared to begin.
zz Classroom management also suggests that you plan which textbook activities and
exercises will be done at which point in the lesson, and that you work through all
exercises prior to the lesson.
zz In some cases, classroom management will also require you to photocopy an item
for learners prior to the lesson, or to ensure that you have manipulatives such as
boxes and tins available.
The Learner Practice Table. This lists the relevant practice exercises that are available
in each of the approved textbooks.

zz It is important to note that the textbooks deal with topics in different ways, and
therefore provide a range of learner activities and exercises. Because of this, you will
need to plan when you will get learners to do the textbook activities and exercises.
zz If you feel that the textbook used by your learners does not provide sufficient practice
activities and exercises, you may need to consult other textbooks or references,
including on0line references.
zz The Siyavula Open Source Mathematics textbooks are offered to anyone wishing to
learn mathematics and can be accessed on the following website:
https://www.everythingmaths.co.za/read
C. Conceptual Development:

This section provides support for the actual teaching stages of the lesson.

Introduction: This gives a brief overview of the lesson and how to approach it.
Wherever possible, make links to prior knowledge and to everyday contexts.

Direct Instruction: Direct instruction forms the bulk of the lesson. This section describes
the teaching steps that should be followed to ensure that learners develop conceptual
understanding. It is important to note the following:

zz Grey blocks talk directly to the teacher. These blocks include teaching tips or
suggestions.
zz Teaching is often done by working through an example on the chalkboard. These
worked examples are always presented in a table. This table may include grey cells
that are teaching notes. The teaching notes help the teacher to explain and demon-
strate the working process to learners.

Grade 11 MATHEMATICS Term 4 vii

 MATHEMATICS GRADE 11, TERM 4

zz As you work through the direct instruction section, and as you complete worked
examples on the chalkboard, ensure that learners copy down:
• formulae, reference notes or explanations
• the worked examples, together with the learner’s own annotations.
zz These notes then become a reference for learners when completing examples on
their own, or when preparing for examinations.
zz At relevant points during the lesson, ensure that learners do some of the Learner
Practice activities as outlined at the beginning of each lesson plan. Also, give
learners additional practice exercises and questions from past papers as homework.
Ensure that learners are fully aware of your expectations in this respect.
D. Additional Activities / Reading. This section provides you with web links related to
the topic. Get into the habit of visiting these links as part of your lesson preparation. As
teacher, it is always a good idea to be more informed than your learners. If possible,
organise for learners to view video clips that you find particularly useful.

THE REVISION PROGRAMME

The teaching programme for FET mathematics Term 4 differs from the teaching programmes for
Terms 1-3. There is only one topic with new content in Term 4 for Grades 10 and 11; and no new
content in Term 4 for Grade 12. Most of the contact time in Term 4 is allocated to consolidation,
revision and preparation for the end of year examinations. The Revision Programme for each
grade are designed to support you and the learners so as to ensure that revision time is effec-
tively and productively used.

THE STRUCTURE OF THE REVISION PROGRAMME

zz Summary notes for the topics assessed in Paper I and Paper II. These notes are provided
in the Resource Pack. If possible, the summary notes should be photocopied for learners.
Alternatively, you could provide learners with an electronic copy of the summary notes; or
learners can copy down the summary notes. Encourage learners to add their own notes to
the summary notes you have given them.
zz Fully worked past paper
zz Past papers, exemplars and memoranda. The past papers, exemplars and memoranda are
provided in the Resource Pack. If possible, the past papers, exemplars and memoranda
should be photocopied for learners. Alternatively, you could provide learners with an elec-
tronic copy of the examinations, exemplars and memoranda; or learners can share copies.
The links to these resources are provided in the Lesson Plan.

viii Grade 11 MATHEMATICS Term 4

 MATHEMATICS GRADE 11, TERM 4

Working through past papers and exemplars has been shown to be an excellent learner-centred
approach to revision. For this reason, we urge you to do everything possible to ensure that
learners have access to these materials.

TRACKER
1. A Tracker is provided for Grades 10 and 11 for Term 4. The Trackers are CAPS compliant in
terms of content and time.

2. You can use the Tracker to document your progress. This helps you to monitor your pacing
and curriculum coverage. If you fall behind, make a plan to catch up.

3. Fill in the Tracker on a daily or weekly basis.

4. At the end of each week, try to reflect on your teaching progress. This can be done with the
HoD, with a subject head, with a colleague, or on your own. Make meaningful notes about
what went well and what didn’t. Use the reflection section to reflect on your teaching, the
learners’ learning and to note anything you would do differently next time.
These notes can become an important part of your preparation in the following year.

RESOURCE PACK, ASSESSMENT AND POSTERS

1. A Resource Pack with printable resources has been provided for each term.

2. These resources are referenced in the lesson plans, in the Classroom Management section.

3. Two posters have been provided as part of the FET Mathematics Learning Programme for
Term 4.

4. Ensure that the posters are displayed in the classroom.

5. Try to ensure that the posters are durable and long-lasting by laminating it, or by covering it
in contract adhesive.

6. Note that you will only be given these resources once. It is important for you to manage and
store these resources properly. You can do this by

zz Writing your school’s name on all resources

zz Sticking resource pages onto cardboard or paper
zz Laminating all resources, or covering them in contact paper
zz Filing the resource papers in plastic sleeves once you have completed a topic.

Grade 11 MATHEMATICS Term 4 ix

 MATHEMATICS GRADE 11, TERM 4

7. Add other resources to your resource file as you go along.

8. Note that these resources remain the property of the school to which they were issued.

ASSESSMENT AND MEMORANDUM

In the Resource Pack you are provided with assessment exemplars and memoranda as
per CAPS requirements for the term. For Term 4, the Resource Pack contains one test and
memorandum for Grades 10 and 11. In addition, past papers, exemplars and memoranda are
provided for Grades 10, 11 and 12.

CONCLUSION
Teacher support and development is a complex process. For successful Mathematics teachers,
certain aspects of this Learning Programme may strengthen your teaching approach. For
emerging Mathematics teachers, we hope that this Learning Programme offers you meaningful
support as you develop improved structure and routine in your classroom, develop deeper
conceptual understanding in your learners and increase curriculum coverage.

x Grade 11 MATHEMATICS Term 4

 Topic
TOPIC 11 Statistics
STATISTICS

Term 4, Topic 1: Topic Overview

STATISTICS
A. TOPIC OVERVIEW A
zz This is the only topic in Term 4.
zz This topic runs for three weeks (13,5 hours).
zz It is presented over six lessons.
zz The lessons have been divided according to sub-topics, not according to one school lesson.
An approximate time has been allocated to each lesson (which will total 13,5 hours). For
example, one lesson in this topic could take three school lessons. Plan according to your
school’s timetable.
zz Statistics counts 13% of the final Paper 2 examination.
zz This is a section of work in which learners can score high marks. Make a concerted effort to
ensure learners understand this topic. This topic should not be relegated to a rushed job at
the end of the year. (Diagnostic report).
zz At least half of the marks in a Grade 12 exam are made up of concepts from Grade 10 and
Grade 11.

Breakdown of topic into 6 lessons:

Lesson title Suggested Lesson title Suggested

time (hours) time (hours)
1 Revision of Grade 10 2,5 4 Variance and Standard 2,5
statistics deviation
2 Histograms and 1,5 5 Symmetric and skewed 2,5
frequency polygons data; Identification of
outliers
3 Cumulative frequency 2,5 6 Revision and 2
curves (Ogives) consolidation

Grade 11 MATHEMATICS Term 4 1

 Topic 1 Statistics

B SEQUENTIAL TABLE

GRADE 10 and Senior

GRADE 11 GRADE 12
phase

LOOKING BACK CURRENT LOOKING FORWARD

zz Measures of central zz Histograms Use:

tendency in grouped and zz Frequency polygons zz statistical summaries
ungrouped data zz Ogives zz scatterplots
zz Estimated mean of zz Variance and standard zz regression (a least
grouped data deviation of ungrouped squares regression line)
zz Modal interval and data zz correlation to analyse
interval in which median zz Symmetric and skewed and make meaningful
lies data comments on the
zz Five number summary zz Identification of outliers. context associated with
zz Box and whisker given bivariate data,
diagrams including interpolation,
zz Measures of dispersion extrapolation and
to include range, discussions on
percentiles, quartiles, skewness.
interquartile range and
semi-interquartile range.

C WHAT THE NSC DIAGNOSTIC REPORTS TELL US

According to NSC Diagnostic Reports there are several issues pertaining to Data Handling.

These include:
zz inability to complete a cumulative frequency table
zz poor understanding of a frequency column
zz inability to calculate the standard deviation correctly

It is important, as the teacher, that you keep these issues in mind when teaching this section.

While teaching statistics, ensure that learners understand the terms required in this section. For
example, grouped and ungrouped data. Correct statistical vocabulary and terminology must
always be used.

Learners should be exposed to real life scenarios and answer many different types of questions
(particularly those of an interpretive nature) to improve their performance. Exposure to these
types of questions cannot be over-emphasised. It should form an integral part of the teaching
and learning of this topic.

2 Grade 11 MATHEMATICS Term 4

 Topic 1 Statistics

ASSESSMENT OF THE TOPIC D

zz CAPS formal assessment requirements for Term 4:
- Test
- Examination (Paper 1 & Paper 2)

zz A test, with memorandum, is provided in the Resource Pack. The test is aligned to CAPS in
every respect, including the four cognitive levels as required by CAPS (page 53).

zz The questions usually take the form of being given a set of data, finding measures of central
tendency and dispersion and needing to find trends.

zz Monitor each learner’s progress to assess (informally) their grasp of the concepts. This
information can form the basis of feedback to the learners and will provide you valuable
information regarding support and interventions required.

MATHEMATICAL VOCABULARY E
Be sure to teach the following vocabulary at the appropriate place in the topic:

Term Explanation

data Facts or information collected from people or objects.

Data is plural for datum

population The entire group of people or objects that data is being collected
from

sample A smaller part of the population if the population is too large

random How to choose a smaller sample of the population to attempt to not

be biased

questionnaire A set of printed questions with a choice of answers used in the data
collection process

survey The collecting of data from a group of people

discrete data Data that can only take certain values. For example, the number of
learners in a class (there can’t be half a learner)

Grade 11 MATHEMATICS Term 4 3

 Topic 1 Statistics

continuous data Data that can take on any value within a certain range.
For example, the heights of a group of learners (heights could be
measured in decimals)

tally A way of keeping count by drawing marks

Every fifth mark is drawn across the previous four (to form a gate-
like diagram) so you can easily see groups of five

measures A single value that describes the way in which a group of data
of central cluster around a central value
tendency
There are three measures of central tendency: the mean, the
median, and the mode

mean The average of a set of numbers. Calculated by adding all the values
then dividing by how many numbers there are

median The middle number in a sorted list of numbers

To find the median, place all numbers in order from smallest to
biggest and find the middle number

mode The number that appears the most often in a set of data. There can
be two modes. There could also be no mode in a set of data

modal class The class with the highest frequency from a set of grouped data. in
other words, the interval with the most “members”

measures of Measures of dispersion like the range, percentiles and quartiles tell
dispersion you about the spread of scores in a data set
Like central tendency, measures of dispersion help you summarise a
set of data with one or just a few numbers

range The difference between the highest value and lowest value in a set
of data

percentiles Each of the 100 equal groups into which a population can be divided
according to the distribution of values of a variable
The value below which a percentage of data falls

quartiles Each of four equal groups into which a population can be divided
according to the distribution of values of a variable
The values that divide a list of numbers into quarters

4 Grade 11 MATHEMATICS Term 4

 Topic 1 Statistics

interquartile The interquartile range is a measure of variability, based on dividing

range a data set into quartiles
(IQR)
Quartiles divide a rank-ordered data set into four equal parts
The values that divide each part are called the first, second, and
third quartiles; and they are denoted by Q1, Q2, and Q3 respectively

histogram A graph representing data that is grouped into ranges and each bar
represents data that follows on from the previous bar. Example, one
bar could represent how many learners got a mark from 40-49 and
the bar immediately next to it would represent 50-59.

scatter plots A graph in which the values of two variables are plotted along two
axes. The pattern of the resulting points reveals whether there is any
correlation between the two sets of values

line of best fit A straight line drawn through the centre of a group of data points
plotted on a scatter plot.
Scatter plots depict the results of gathering data on two variables

outliers Values that are significantly higher or lower than all the other values
in the data set.
Outliers are also called extremes.
Outliers can affect the mean of the data and are sometimes
excluded when calculations are done

ungrouped data Ungrouped data has not been classified or has not been subdivided
in the form of groups. Ungrouped data is raw data
Ungrouped data is in the form of a list of numbers

grouped data Data that has been ordered and sorted into groups called classes

estimated mean An estimate of the mean can be determined for grouped data. Unlike
listed data, the individual values for grouped data are not available,
and it is not possible to calculate their sum. To calculate the mean of
grouped data, first determine the midpoint of each interval, or class.
The midpoints must then be multiplied by the frequencies of the
corresponding classes. The sum of the products divided by the total
number of values will be the value of the mean

five number Lowest value, lower quartile, median, upper quartile and highest
summary value from a set of data
The five numbers are used to draw a box-and-whisker plot

Grade 11 MATHEMATICS Term 4 5

 Topic 1 Statistics

box-and- A simple way of representing statistical data on a plot in which a

whisker plot rectangle is drawn to represent the second and third quartiles,
usually with a vertical line inside to indicate the median value. The
lower and upper quartiles are shown as vertical lines either side of
the rectangle. The lowest value and highest value in the data set are
represented at each end

frequency table A table that lists a set of scores and their frequency.
Often used with tallies.
Summarises the totals and shows how often something has
occurred

frequency Frequency polygons are a graphical device for understanding

polygon the shapes of distributions. Frequency polygons serve the same
purpose as histograms but are especially helpful for comparing
sets of data. Frequency polygons are an effective way of displaying
cumulative frequency distributions

ogive A cumulative frequency graph

Ogives can be used to determine how many data values lie above or
below a certain value in a data set

variance A measure of the spread of a data set

Variance is the average of the squared differences from the mean

standard A quantity expressing by how much the members of a group differ

deviation from the mean value for the group
Standard deviation is the square root of the variance

6 Grade 11 MATHEMATICS Term 4

 Topic
TOPIC1,1,Lesson
LESSON 1:1: REVISION
Revision

TERM 4, TOPIC 1, LESSON 1

REVISION
Suggested lesson duration: 2,5 hours

POLICY AND OUTCOMES A

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners will have revised:
zz measures of central tendency in grouped and ungrouped data
zz estimated mean of grouped data
zz modal interval and interval in which median lies
zz five number summary
zz box-and-whisker diagrams
zz measures of dispersion.

CLASSROOM MANAGEMENT B
1. Make sure that you are ready and prepared.

2. Advance preparation: Work through the lesson plan and exercises.

3. Write the lesson heading on the board before learners arrive.

4. The table below provides references to this topic in Grade 11 textbooks. Work through the
lesson plan and decide where you will get learners to do the exercises. Indicate this on your
lesson plans.

LEARNER PRACTICE

MIND ACTION PLATINUM VIA AFRIKA CLEVER EVERYTHING

SERIES MATHS
(SIYAVULA)
EX PG EX PG EX PG EX PG EX PG
1 310 Qu’s 300 11.1 444

Grade 11 MATHEMATICS Term 4 7

 Topic 1, Lesson 1: Revision

C CONCEPTUAL DEVELOPMENT

INTRODUCTION

1. In general, the results for Data handling in the final Grade 12 examinations are good.

2. This is good news – learners already have a basis to work from to further their
understanding and become excellent at this section.

3. Take the time to revise concepts covered in previous grades.

DIRECT INSTRUCTION

1. Start the lesson by saying: Tell me what you can remember about data handling.
Allow learners to name concepts they remember, and then go through each concept
discussing what it means. Learners should take notes.

2. The list of concepts and their explanations should come from the vocabulary list. Ensure
learners understand all the vocabulary required for this section. The focus should be on the
definitions as well as an understanding.
Note: Do not discuss the last four concepts with learners as they are new to Grade 11.
(Frequency tables, frequency polygons, ogive, variance and standard deviation)

3. This part of the lesson should take at least 45 minutes. Encourage learners to contribute to
the discussion.

This rest of the lesson is made up of two fully worked examples from past Grade 10
papers covering all the concepts in this topic. As you work through these examples with
the learners, discuss as many concepts as possible.
For example, use the words measures of central tendency, measures of dispersion,
mean, median, mode (and modal class), range, quartiles, percentiles, estimated mean,
five-number summary and box-and-whisker diagrams.

Work through the two fully worked examples with learners. Learners should write them in full
in their exercise books.

8 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 1: Revision

Example 1: Teaching notes:

The data below shows the number of

laptops sold by 15 sales agents during the
last financial year.
43 48 62 52 46 90 58 37 48 73
84 68 54 34 78
a) Determine the median number of Remind learners that to find the median,
laptops sold. the data needs to be ordered.

b) Calculate the range of data. Largest value – smallest value.

c) Calculate the interquartile range. Find the upper quartile and lower quartile
and subtract the lower quartile from the
upper quartile.

d) Draw a box-and-whisker diagram for the Use the five-number summary and
data above. remember to make sure the scale is
NSC NOV 2017 accurate.

Solution:
Rearrange the data:
34 37 43 46 48 48 52 54 58 62 68 73 78 84 90
a) Median
1
2 (n+1)
1
= 2 (15+1)
1
= 2 (16)

=8
The median is in the 8th position. ∴ the median is 54
Note: Learners can count to find the median if they prefer.
b) 90 – 34 = 56
c) Q3 – Q1
= 73 – 46
= 27
d) Five-number summary:
34 46 54 73 90 (90 – 34 = 56. Suggested scale: 1cm : 5 units)

34 46 54 73 90

Grade 11 MATHEMATICS Term 4 9

 Topic 1, Lesson 1: Revision

Example 2: Teaching notes:

The table below shows information about

the number of hours 120 learners spent on
their cell phones in the last week.

Number of hours Frequency

0<h≤2 10
2<h≤4 15
4<h≤6 30
6<h≤8 35
8 < h ≤ 10 25
10 < h ≤ 12 5

a) Identify the modal class for the data. Find the class that has the most number of
values

b) Estimate the mean number of hours that Find the midpoint of the class intervals and
these learners spent on their cell phones multiply by the frequency.
in the last week. Find the total of the products and divide by
the number in the data set.
NSC NOV 2015
Remind learners why they are doing this.

Solution:
a) 6 < h ≤ 8
b)

Number of hours Frequency Midpoint of class Midpoint x

intervals frequency
0<h≤2 10 1 10
2<h≤4 15 3 45
4<h≤6 30 5 150
6<h≤8 35 7 245
8 < h ≤ 10 25 9 225
10 < h ≤ 12 5 11 55
Estimated mean

10 + 45 + 150 + 245 + 225 + 55 730

120 = 120 = 6,08

∴ 6,08 hours

10 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 1: Revision

4. Ask directed questions so that you can ascertain learners’ level of understanding.
Ask learners if they have any questions.

5. Give learners an exercise to complete which they may need to finish at home. If this is the
case, make sure you mark it in the next lesson before starting the new work.

6. Walk around the classroom as learners do the exercise. Support learners where necessary.

ADDITIONAL ACTIVITIES/ READING D

Further reading, listening or viewing activities related to this topic are available on the following web
links:

https://www.youtube.com/watch?v=KwpcKCX51ro

https://www.youtube.com/watch?v=kJrhyb6aG3A

(Estimated mean)

Grade 11 MATHEMATICS Term 4 11

 Topic 1, Lesson
TOPIC 1, LESSON2:2:Histogram andFREQUENCY
HISTOGRAM AND frequency polygons
POLYGONS

TERM 4, TOPIC 1, LESSON 2

HISTOGRAMS AND FREQUENCY POLYGONS

Suggested lesson duration: 1,5 hours

A POLICY AND OUTCOMES

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners should be able to:
zz draw a frequency polygon
zz interpret a frequency polygon.

CLASSROOM MANAGEMENT
B
1. Make sure that you are ready and prepared.

2. Advance preparation: Work through the lesson plan and exercises.

3. Write the lesson heading on the board before learners arrive.

4. Write work on the chalkboard before the learners arrive. For this lesson draw the two
histograms (point 1).

5. The table below provides references to this topic in Grade 11 textbooks. Work through the
lesson plan and decide where you will get learners to do the exercises. Indicate this on your
lesson plans.

LEARNER PRACTICE

MIND ACTION PLATINUM VIA AFRIKA CLEVER EVERYTHING

SERIES MATHS
(SIYAVULA)
EX PG EX PG EX PG EX PG EX PG
1 229 1 303 13.1 436 11.2 450
(1.1-1.3) 2 206

12 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 2: Histogram and frequency polygons

CONCEPTUAL DEVELOPMENT C

INTRODUCTION

1. Learners have encountered histograms in previous years. However, linking histograms to a

frequency polygon is a new concept.

DIRECT INSTRUCTION

1. Start the lesson by asking learners to look at the following two histograms and to copy them
into their books. Say: As you are copying the histograms, think about what they represent as
we are going to discuss them shortly.

Results of a mathematics test

6
5
4
Frequency

3
2
1
0 10 20 30 40 50 60 70 80 90 100
Percentage

Masses of Dogs

40
35
35
Number of Dogs

30
25 24

20
15 16
15
10
5 6 4
5

0 0-9 10-19 20-29 30-39 40-49 50-59 60-69

Mass (kg)

Grade 11 MATHEMATICS Term 4 13

 Topic 1, Lesson 2: Histogram and frequency polygons

2. Ask: What information can you provide about the first histogram?
Ensure the following points are mentioned. If any are not, ask directed questions to
encourage learners to look for the information themselves.
• We can see how many learners got from 0 – 10, 10 – 20 and 20 – 30 etc.
• For example, one learner got less than 10 and there were three learners who each got
between 20 and 30, as well as between 60 and 70.
• We can find the total number of learners in the data set by adding all the class interval
frequencies together (1+2+3+4+5+4+3+2+2+1=27).

3. Use the above points to discuss the second histogram.

• Five dogs had a mass between zero and 9kg, 15 dogs had a mass between 10kg and
19kg, four dogs had a mass between 60kg and 69kg etc.
• 105 dogs in total were used for this set of data.

4. Say: We are going to use these same histograms to discuss a new concept called a
frequency polygon.

5. Tell learners that frequency polygons are a graphical representation which helps us
understand the shapes of distributions. Frequency polygons serve the same purpose as
histograms but are especially helpful for comparing sets of data.

6. Use the first histogram. Show learners how to draw a frequency polygon. Learners should
follow the same steps to draw the histogram in their exercise books.

7. Steps to follow to draw a histogram:

• Plot a point (at the top) in the centre of each bar.
• Use a ruler. Join all the points.
• Remind learners that we are drawing a polygon – a closed figure with straight sides –
this means we need to close the shape.
• Join the first point to an ‘imaginary’ point in the centre of the previous bar (which may
also be imaginary and in this example is to the left of the vertical axis).
• Join the last point to an ‘imaginary’ point in the centre of the following bar (which may
also be imaginary and in this example can be the end of the horizontal axis).

Results of a mathematics test

6
5
4
Frequency

3
2
1

0 10 20 30 40 50 60 70 80 90 100
Percentage

14 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 2: Histogram and frequency polygons

8. Once the first frequency polygon has been completed, ask learners to work on their own to
draw the second histogram. The histogram should look like this:

Masses of Dogs

40
35
35
Number of Dogs 30
25 24

20
15 16
15
10
5 6 4
5

0 0-9 10-19 20-29 30-39 40-49 50-59 60-69

Mass (kg)

9. Tell learners that sometimes they may see the frequency polygon without the histogram.
Draw this histogram on the board to demonstrate:

Test Scores
45
40
35
Frequency

30
25
20
15
10
5
0
44.5 54.5 64.5 74.5 84.5 94.5 104.5
Scores

10. Discuss this frequency polygon with learners:

• This frequency polygon represents test results.
• Five learners got from 50 to 59 (remember the number represented is the centre of the
bar and therefore class interval).
• In total there were 100 learners.
• No learner got less than 50%.
• 15 learners got from 90% to 100%.
• The modal class was 80% to 89% (there were 40 learners who achieved these percent-
ages).

Grade 11 MATHEMATICS Term 4 15

 Topic 1, Lesson 2: Histogram and frequency polygons

11. Point out that it is possible to link a question about estimated mean to frequency polygons.
Find the estimated mean of this data now. Ask learners to write the table in their books.

Percentage Frequency Midpoint of class Midpoint x

intervals frequency
50-59 5 54,5 272,5
60-69 10 64,5 645
70-79 30 74,5 2235
80-89 40 84,5 3380
90-100 15 94,5 1417,5

Estimated mean
272, 5 + 645 + 2235 + 3330 + 1417, 5 7950
120 = 100 = 79, 5%

12. If possible, photocopy the following diagram for learners. It is a good summary of a
frequency polygon. Alternately, learners should copy it in their exercise books.

15
histogram

frequency polygon

10

Midpoint of
intervals are
connected for
5 a frequency
polygon

0
1 2 3 4 5 6 7 8 9
First data point Last data point
connected to connected to midpoint
mid-point of previous of following interval
interval on x-axis on x-axis

13. Ask directed questions so that you can ascertain learners’ level of understanding.
Ask learners if they have any questions.

14. Give learners an exercise to complete on their own.

15. Walk around the classroom as learners do the exercise. Support learners where necessary.

16 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 2: Histogram and frequency polygons

ADDITIONAL ACTIVITIES/ READING D

Further reading, listening or viewing activities related to this topic are available on the following web
links:
https://www.youtube.com/watch?v=cOgLCMQNVNU
https://www.youtube.com/watch?v=bEakGC6Ft0M

Grade 11 MATHEMATICS Term 4 17

 TopicTOPIC
1, Lesson 3: 3:Cumulative
1, LESSON frequencyCURVES
CUMULATIVE FREQUENCY curves (ogives)
(OGIVES)

TERM 4, TOPIC 1, LESSON 3

CUMULATIVE FREQUENCY CURVES (OGIVES)

Suggested lesson duration: 2,5 hours

A POLICY AND OUTCOMES

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners should be able to:
zz populate or complete a frequency table
zz draw a cumulative frequency curve
zz read information from a cumulative frequency curve.

B CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.

2. Advance preparation: Work through the lesson plan and exercises.

3. Write the lesson heading on the board before learners arrive.

4. Write work on the chalkboard before the learners arrive. For this lesson draw the table from
point 1 on the board (and ensure there is space to add two columns to it).

5. The table below provides references to this topic in Grade 11 textbooks. Work
through the lesson plan and decide where you will get learners to do the exercises.
Indicate this on your lesson plans.

LEARNER PRACTICE

MIND ACTION PLATINUM VIA AFRIKA CLEVER EVERYTHING

SERIES MATHS
(SIYAVULA)
EX PG EX PG EX PG EX PG EX PG
2 316 1 299 3 309 13.4 453 11.3 454
(1.4-1.6)

18 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

CONCEPTUAL DEVELOPMENT C

INTRODUCTION

1. As with all lessons, prepare thoroughly. Ensure that all learners understand each concept.
According to the diagnostic reports, learners find these concepts a challenge.

2. Even though each of the textbooks has an exercise on this, it is advisable to source another
exercise or questions from a past test for learners to do as many questions as possible in
the time available.

DIRECT INSTRUCTION

1. Ask learners to consider the following frequency table:

Mark Frequency
11-20 5
21-30 9
31-40 14
41-50 16
51-60 12
61-70 9
71-80 5

2. Say: This table represents the number of learners and their results on a test.
Five learners got up to 20% but it is impossible to tell their exact results.

3. Ask: What is the modal class?

(41-50)
Ask: How many learners are represented?
(5 + 9 + 14 + 16 + 12 + 9 + 5 = 70)
Ask: What was the highest mark achieved in this test?
(80)

4. Tell learners to write the table in their books. They need to allow space to extend the table
by two column as you look at different aspects of information. Learners should add to their
table as you complete it on the board.

5. Ask: How many learners got UP TO 20%?

(5). Fill this in on the first row of the cumulative frequency column.

Grade 11 MATHEMATICS Term 4 19

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

Ask: What does cumulative mean?

(Accumulated/ gathered together).
Say: In the cumulative frequency column, we are going to accumulate the totals.
Listen carefully to the key words: UP TO.
Ask: How many learners got UP TO 30%
(14)

If any learners said ‘9’, explain why it is 14 – remind them you asked how many learners
got UP TO 30% and the 5 learners who got up to 20% also belong in the category ‘up to
30%’.

Fill in each accumulated frequency by stopping and asking learners for each one.
Show learners how they should look at the cumulative frequency in the row above and add
the new amount in the next row to get their new total.

Mark Frequency Cumulative

frequency
11-20 5 5
21-30 9 14
31-40 14 28
41-50 16 44
51-60 12 56
61-70 9 65
71-80 5 70

6. Say: Notice that the last number filled in is the same as you gave me when I asked you how
many learners’ results were represented here.

7. Ask: How many learners achieved up to 50%? (44)

How many learners achieved up to 70%? (65)
How many learners achieved up to 40%? (28)

8. Ask: How many learners achieved MORE THAN 50%? (26)

Stop to ask what needed to be done now that we needed to focus on what comes after the
accumulated total – we needed to subtract from the final accumulated total.

9. Ask: How many learners achieved MORE THAN 20%? (65)

How many learners achieved MORE THAN 70%? (5)

Continue to ask more of this type of questions if many learners are still finding it a
challenge.

20 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

10. Say: Before we draw a graph of this information, consider the following:
The accumulated amounts never went down. Even if one of the rows had represented zero
learners, the total would have stayed the same.
When we draw the graph, the total can never go down. This means that the graph should
never go down either. Let’s have a look at the graph together.

11. Firstly, we need to be sure what the co-ordinates are.

Say: Remember, how I kept stressing ‘UP TO’? This is a key part to remembering which
numbers are important in the co-ordinates. The main co-ordinates are made up of the ‘back’
number in the interval and the accumulated frequency – both representing ‘up to’.

12. Go back to the table on the board and add a further column. Highlight the upper boundary
values in the intervals as well as the accumulated frequencies.

Mark Frequency Cumulative Co-ordinates

frequency
11- 20 5 5 (20;5)
21- 30 9 14 (30;14)
31- 40 14 28 (40;28)
41- 50 16 44 (50;44)
51- 60 12 56 (60;56)
61- 70 9 65 (70;65)
71- 80 5 70 (80;70)

Grade 11 MATHEMATICS Term 4 21

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

13. Before looking at the final co-ordinate, which needs an explanation of its own, draw the
cumulative frequency curve with learners. Tell learners that a cumulative frequency is also
called an ogive.
Point out the following as you are drawing:
• The horizontal axis will represent the data – in this case percentages.
• Only the upper boundary numbers will be represented – show them all.
These are the x-co-ordinates of the points found.
• The vertical axis will always represent the cumulative frequency – no matter what
situation is represented.
• To choose a reasonable scale, take the highest number and divide by 10 – this gives an
idea what multiples to use. In this case 70 ÷ 10 = 7. Rather use 5 or 10. We will use 5.
• Plot the points and join them freehand and as smoothly as possible – remember it is
called a cumulative frequency curve.

70
65
60
55
50
45
Cumulative Fequency

40
35
30
25
20
15
10
5

20 30 40 50 60 70 80
Percentage

14. Once the main co-ordinates have been plotted and the ogive has been drawn, ask learners
for their attention.

15. Learners should note that the first point is ‘in the middle of nowhere’. The ogive needs to be
grounded. The ogive is grounded to indicate that there are no values in the data set that are
lower than the lower boundary of the first class interval.

16. The co-ordinate for the grounding of the ogive is always the lower boundary of the first class
interval (x-co-ordinate) and zero (y-co-ordinate). In this case, (11 ; 0).

22 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

17. Learners should plot the point and ground the ogive.

70
65
60
55
50
Cumulative Fequency 45
40
35
30
25
20
15
10
5

20 30 40 50 60 70 80
Percentage

18. Learners should note the S-shape. An S-shape is common for an ogive.

19. Discuss what could be read from this visual representation.

Show each point made on the ogive:
• We could find an estimate of the median result. To do this, we need to know how many
learners’ results were in the data set. This will always be found on the vertical axis as it
represents the cumulative frequency and therefore also shows the total.

• As the total is 70, the median would be the 35th learner. Mark 35 on the vertical axis and
draw a horizontal line until it touches the ogive. Drop a vertical line from there to the
horizontal axis and read off the percentage.

Grade 11 MATHEMATICS Term 4 23

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

70
65
60
55
50
45

Cumulative Fequency
40
35
30
25
20
15
10
5

20 30 40 50 60 70 80
Percentage

The median result is approximately 43% or 44%

• An estimate of the upper quartile could also be found. 3

4 or 75% of 70 is 52,5.
Mark this on the vertical axis and repeat the process described above.

70
65
60
55
50
45
Cumulative Frequency

40
35
30
25
20
15
10
5

20 30 40 50 60 70 80
Percentage

The upper quartile is approximately 57%.

24 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

• Discuss the meaning of these statistics:

-- If the median is 43%, we can say that half of the learners scored below 43% and half
scored above 43%.
-- If the upper quartile is 57% this means that three quarters of the learners scored
below 57% and one quarter of learners scored above 57%.

You may want to do a few more examples with learners.

For example, find the the lower quartile and the 90th percentile.
The estimated answers are: LQ – 30% and 90th percentile – 68%.

20. Once you feel learners are ready, do the following fully worked examples from past
examinations with them.

Example 1

The amount of money, in rands, that learners spent while visiting a tuck shop at school on
a specific day was recorded. The data is represented in the ogive below.

Ogive
70
(60, 65)
(50, 61)
60

50
(40, 45)
Cumulative frequency

40

30
(30, 25)
20

(20, 12)
10

0 (10, 0)
0 10 20 30 40 50 60 70
Money spent (R)

An incomplete frequency table is also given for the data:

Amount of 10 ≤ x < 20 20 ≤ x < 30 30 ≤ x < 40 40 ≤ x < 50 50 ≤ x < 60

money (in R)
Frequency a 13 20 b 4

a) How many learners visited the tuck shop on that day?

b) Write down the modal class of this data.
c) Determine the values of a and b in the frequency table.
d) Use the ogive to estimate the number of learners that spent at least R45 on the day
the data was recorded at the tuck shop.

Grade 11 MATHEMATICS Term 4 25

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

Solutions: Teaching notes

a) 65 learners This is the total represented in the last co-

ordinate.

b) 30 ≤ x < 40 Tell learners that this can usually be seen by the

part of the curve (from one co-ordinate to the
next) that increases the most quickly. It is safer
however, to look at each of the y-co-ordinates
and calculate which interval has the most data.

c) a = 12 The value of a can be easily read from the

b = 61-45 co-ordinate (20;12) as no values have been
=16 accumulated yet.
The value of b requires a subtraction calculation:
the accumulated amount at the end of that
interval subtract the accumulated amount at the
end of the previous interval.

d) 11 or 12 Note the reading is at approximately 53 or 54.

There are 65 learners in total, therefore
65 – 53(54) = 12(11)

Ogive
70
(60, 65)
(50, 61)
60

50
(40, 45)
Cumulative frequency

40

30
(30, 25)
20

(20, 12)
10

0 (10, 0)
0 10 20 30 40 50 60 70
Money spent (R)

26 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

Example 2

A company recorded the number of messages sent by e-mail over a period of 60 working
days. The data is shown in the table below:

NUMBER OF MESSAGES NUMBER OF DAYS

10 < x ≤ 20 2
20 < x ≤ 30 8
30 < x ≤ 40 5
40 < x ≤ 50 10
50 < x ≤ 60 12
60 < x ≤ 70 18
70 < x ≤ 80 3
80 < x ≤ 90 2

a) Estimate the mean number of messages sent per day, rounded to two decimal places.
b) Draw a cumulative frequency graph (ogive) of the data on the grid.
c) Hence, estimate the number of days on which 65 or more messages were sent.

Solutions: Teaching notes

3 080 Ask: How do we find an estimated mean?

a) 60 = 51,33 (Find the midpoint of the interval, multiply it
by the frequency, total the frequencies and
divide by 60).

b) Remind learners:
70 zz To first make a cumulative frequency
65 column
Cumulative frequency/Kumulatiewe frekwensie

60 zz ‘Ground’ the ogive. The first co-ordinate

55 is always the lower part of the lowest
50
boundary and 0. In this case (10;0)
45
zz All the other co-ordinates are made
40
35
up of the upper part of each boundary
30 with the corresponding cumulative
25 frequency.
20 zz Join the points freehand – it should
15 resemble a curve.
10
5
0
0 10 20 30 40 50 60 70 80 90 100
Number of messages/Getal boodskappe

Grade 11 MATHEMATICS Term 4 27

 Topic 1, Lesson 3: Cumulative frequency curves (ogives)

c) 60 – 48 = 12 days Find 65 on the horizontal axis representing

the number of messages.
Read off the corresponding number on
the vertical axis (cumulative frequency).
Subtract this reading from the total as it
said, ‘or more’.

21. Ask directed questions so that you can ascertain learners’ level of understanding.
Ask learners if they have any questions.

22. Give learners an exercise to complete on their own.

23. Walk around the classroom as learners do the exercise. Support learners where necessary.

D ADDITIONAL ACTIVITIES/ READING

Further reading, listening or viewing activities related to this topic are available on the following web
links:

https://www.youtube.com/watch?v=sBK_oE8KDx8
(Drawing an ogive)

28 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson
TOPIC 1, LESSON4:4:Variance andSTANDARD
VARIANCE AND Standard deviation
DEVIATION

TERM 3, TOPIC 1, LESSON 4

VARIANCE AND STANDARD DEVIATION

Suggested lesson duration: 2,5 hours

POLICY AND OUTCOMES A

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners should be able to:
zz explain what standard deviation means
zz find the standard deviation from a set of data (using a calculator)
zz comment on and interpret the standard deviation of a set of data.

CLASSROOM MANAGEMENT B
1. Make sure that you are ready and prepared.

2. Advance preparation: Work through the lesson plan and exercises.

3. Write the lesson heading on the board before learners arrive.

4. Write work on the chalkboard before the learners arrive. For this lesson draw a simplified
diagram of the five dogs.

5. The table below provides references to this topic in Grade 11 textbooks. Work through the
lesson plan and decide where you will get learners to do the exercises.
Indicate this on your lesson plans.

LEARNER PRACTICE

MIND ACTION PLATINUM VIA AFRIKA CLEVER EVERYTHING

SERIES MATHS
(SIYAVULA)
EX PG EX PG EX PG EX PG EX PG
3 322 2 305 4 311 13.5 466 11.4 460
5&6 313
7 314

Grade 11 MATHEMATICS Term 4 29

 Topic 1, Lesson 4: Variance and Standard deviation

C CONCEPTUAL DEVELOPMENT

INTRODUCTION

1. Standard deviation is not an easy concept. Use the masses of the five dogs example. Work
through the explanation methodically to ensure that no learner is left behind.

2. Avoid having learners do the calculations without understanding what they are finding.
Encourage discussion and questions whenever possible.

3. Note that when calculator work is discussed, the Casio (80+ range) has been used. The
diagnostic reports recommend using one brand on a regular basis to get used to the
operation procedures. If more learners in your class have a brand other than the one being
used, you must ensure they are confident using their own calculator.

DIRECT INSTRUCTION

1. Start the lesson by saying: We are going to look at a new concept: standard deviation.
We will look at what standard deviation means, why we use it and how we find it.

2. Tell learners that deviation means ‘how far from the normal’. The standard deviation is
a measure of the spread of data. The symbol for standard deviation is v , which is the
lowercase form of the Greek letter, sigma (write the symbol on the board).

3. Variance is required to find standard deviation – so what does that mean? It is the average
of the squared differences from the mean.

Learners should write this definition down even though it may mean little at this point.
You will refer to the definition again later.

4. The following example, using the heights of five dogs, will be used to further explain
variance and standard deviation further. Tell learners what it is we are finding out about the
data provided when we find standard deviation: we are finding what the norm is and which
data lies within the norm and which data lies outside the norm.
The heights of five dogs are found and recorded:

This diagram is available in the Resource Pack. There is no need to draw it

in detail on the board. Draw certain lines in as you go along with the example
and explanation. If the diagram can’t be copied, draw a basic representation.
In addition, write the five heights clearly on the board.

30 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 4: Variance and Standard deviation

600

400

200

Steps to follow:
• Find the mean of the heights.
• Find the difference between each dog’s height and the mean
(some answers will be negative).
• Square the differences.
• Find the average of the squared differences.
• Square root the answer.

Write these steps on the board but tell learners not to write them down yet as some of
them need more explanation.
Learners should write the steps and make their own notes as you complete the example.

Height Mean Difference Diff squared Mean of squares

600mm 1970 206 42 436 108 520

5 5
470mm = 394mm 76 5 776 = 21 704
170mm -224 50 176

430mm 36 1 296

300mm -94 8 836

On the diagram: draw a Once the differences have been found:

horizontal line to represent Ask: Why do we need to square these numbers before we
the mean measurement. can find the mean of them?
(If we found the mean of a set of positive and negative
integers it would not represent the data as the answer
could even be quite close to zero).

5. Remind learners that what we have found that 21 704 is the variance. Refer learners to the
definition they wrote down earlier – variance is the mean of the squared differences. Point
out that this very large number as it stands could not possibly tell us anything about how far
each dog’s height might be from the mean.

Grade 11 MATHEMATICS Term 4 31

 Topic 1, Lesson 4: Variance and Standard deviation

6. Ask: Why do we square root this number to find standard deviation?

(We squared the differences to alleviate the problem of the negative integers. Finding the
square root is the inverse operation of squaring a number. So, by finding the square root, we
are reversing, or undoing, the squaring).

21704 = 147, 322 ...

7. • Add 147mm to the mean (394 + 147 = 541)

• Subtract 147mm from the mean (394 -147 = 247)
• Draw a horizontal line at these two measurements. Shade the ‘bar’ created.

600
147
400
147
200

8. Say: The shaded bar represents the heights within one standard deviation from the mean.
Repeat the statement and ensure that learners write it down.
This tells us that, after taking all the data into account, we can see which dogs fall within one
standard deviation of the mean and which dogs are considered ‘outside the norm’ and are
either very tall or very short.

9. Show that we could make a wider bar if:

• we added the standard deviation again to the top of the bar (541) to get 688
• we subtracted the standard deviation again from the bottom of the bar (247) to get 100.
If we drew in the horizontal lines representing the 688 and 100, we would now be seeing
which dogs lay within TWO standard deviations from the mean.

10. Explain the concept of standard deviation further by discussing what is considered to be the
norm in a set of data:
• 66% should lie within one standard deviation from the mean
• 95% should lie within two standard deviations from the mean
• 99,7% should lie within three standard deviations from the mean.
Point out that this is only likely to be true if the set of data is large enough.
The example we used above would not be considered sufficient data to draw any realistic
conclusions.
Learners may benefit from seeing this information visually and writing it in their books.

32 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 4: Variance and Standard deviation

68% of data
95% of data
99,7% of data

-3 -2 -1 0 1 2 3

11. Show learners how to find standard deviation on the calculator.

‘What you should see’ is primarily for your benefit. If possible share it with learners.
Alternately, tell them what they expect to see at each step.

Steps to follow What you should see (dog heights used)

MODE, choose STAT (2)

Choose 1-VAR (1)

Enter data, pressing = after each number

Press: AC; SHIFT, STAT (1)

Choose Var (4)

Grade 11 MATHEMATICS Term 4 33

 Topic 1, Lesson 4: Variance and Standard deviation

Choose σx (3)

Note: If there are questions relating to the data and what is (or isn’t) within one standard
deviation of the mean, then it is essential to know the mean.
– (2) to find the
After choosing VAR(4) or σx (3), press AC, shift, STAT again then choose x
mean.
Press equal

  

12. Write the steps for learners. Ask learners to confirm their understanding by entering the five
dog heights and confirming they get 147,322…

13. Learners should only use the long method if specifically asked. If this does occur, which is
very rare, there is usually a table to complete (similar to the one completed in point 5).

If variance is required in a question, learners will find the standard deviation then square it.

14. Give learners the opportunity to practice the process on their calculators. Give learners
the following three sets of data. Ask learners to use the sets of data to find the standard
deviation only. Go through all three sets of data with learners to ensure that they
are comfortable with the process of using their calculator to find standard deviation.
For each set of data, ask learners to list the data within one standard deviation from the
mean for each set.

Ideally, learners should work with data that represents a realistic situation that
can be analysed further and lead to an understanding of the situation involved.
However, this exercise is mainly to practice calculator work.

34 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 4: Variance and Standard deviation

A B C
58 105 5,23
61 142 4,19
48 151 4,06
51 146 6,32
64 158 4,89
72 164 5,65
67 168 6,04
45 125 7,31
71 196 4,5
85 142 5,12
35 161 6,04
73 155 3,89

Solutions:

Mean Std Dev Boundaries for one Data within one standard deviation
standard deviation from the mean
A 60,83 13,527 47,303 to 74,357 58; 61; 48; 51; 64; 72; 67; 71; 73
B 151,08 21,654 129,426 to 172,734 142; 151; 146; 158; 164; 168; 142;
161; 155
C 5,27 0,995 4,275 to 6,265 4,89; 5,65; 6,04; 4,5; 5,12; 6,04

15. Once learners have had the opportunity to become comfortable with the process on their
own calculators, do the following fully worked example from a past examination.

16. Say: When we do this question, you will see that one question rarely just asks about
standard deviation. Many other questions that relate to the spread of the data of which
standard deviation is only one part may be asked.

Grade 11 MATHEMATICS Term 4 35

 Topic 1, Lesson 4: Variance and Standard deviation

The table below shows the mass (to the nearest kilogram) of each of the 27 participants in
a weight loss programme.

56 68 69 71 71 72 82 84 85

88 89 90 92 93 94 96 97 99

102 103 127 128 134 135 137 144 156

a) Calculate the range of the data.

b) Write down the mode of the data.
c) Determine the median of the data.
d) Determine the interquartile range of the data.
e) Draw a box-and-whisker diagram for the data.
f) Determine the standard deviation of the data.
g) The person weighing 127kg states that she has a mass of more than one standard
deviation from the mean. Do you agree with this person? Motivate your answer with
calculations.
NOV 2015
Solutions Teaching notes
a) 156 - 56 = 100 Questions a) – d) should be quite easy for
b) 71 learners at this stage.
c) 93
d) Q3 – Q1
= 127 – 82 = 45
e) Ask: What statistics do we need to draw a
56
52 93 129
156 box-and-whisker plot?
(The 5-number summary: lowest and
50 60 70 80 90 100 110 120 130 140 150 160 highest values, lower and upper quartiles
and median)
Remind learners of the importance of
drawing it to scale.
f) σ = 25,84 Calculator work.

36 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 4: Variance and Standard deviation

– =98,59
g) x Ask:
Boundaries: 98,59 – 25,84 = 72,75 What statistic do we need to answer this
98,59 + 25,84 = 124,43 question?
127 > 124,43 (The mean)
∴ she is correct. What will we do once we have the mean
and standard deviation?
(Find the lower an upper boundaries of
one standard deviation by adding and
subtracting the standard deviation from the
mean).

17. Ask directed questions so that you can ascertain learners’ level of understanding.
Ask learners if they have any questions.

18. Give learners an exercise to complete on their own.

19. Walk around the classroom as learners do the exercise. Support learners where necessary.

ADDITIONAL ACTIVITIES/ READING D

Further reading, listening or viewing activities related to this topic are available on the following web
links:

https://www.youtube.com/watch?v=WVx3MYd-Q9w
(Calculating standard deviation)

https://www.youtube.com/watch?v=qqOyy_NjflU
(How to calculate variance and standard deviation)

Grade 11 MATHEMATICS Term 4 37

 Topic TOPIC
1, Lesson 5: Symmetric
1, LESSON and
5: SYMMETRIC ANDSkewed
SKEWED data and IDENTIFICATION
DATA AND IdentificationOF of outliers
OUTLIERS

TERM 4, TOPIC 1, LESSON 5

SYMMETRIC AND SKEWED DATA AND

IDENTIFICATION OF OUTLIERS
Suggested lesson duration: 2,5 hours

A POLICY AND OUTCOMES

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners should be able to:
zz interpret a set of data or its visual representation to comment on whether the data is
skewed or not
zz identify outliers in a set of data.

B CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.

2. Advance preparation: Work through the lesson plan and exercises.

3. Write the lesson heading on the board before learners arrive.

4. Write work on the chalkboard before the learners arrive. For this lesson draw the histogram
(point 3).

5. The table below provides references to this topic in Grade 11 textbooks. Plan when you will
get learners to practice the concepts learned by completing the exercises. Work through the
lesson plan and decide where you will get learners to do the exercises. Indicate this on your
lesson plans.

LEARNER PRACTICE

MIND ACTION PLATINUM VIA AFRIKA CLEVER EVERYTHING

SERIES MATHS
(SIYAVULA)
EX PG EX PG EX PG EX PG EX PG
4 324 3 310 8 317 13.2 442 11.5 463
5 329 9 319 13.3 447 11.6 466
6 333

38 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 5: Symmetric and Skewed data and Identification of outliers

CONCEPTUAL DEVELOPMENT C

INTRODUCTION

1. Learners need to learn about skewness in a variety of contexts, not just in a

box-and-whisker diagram.

2. In this lesson, we consider several ways of learning about skewness.

DIRECT INSTRUCTION

1. Tell learners they are going to learn about skewed data and that they should write the
heading in their books. Remind learners to take notes as you explain, define or draw
diagrams.

2. In general, data is skewed if there are outliers – data that are not part of the norm according
to the rest of the data. Outliers are values that are significantly higher or lower than the rest
of the data.

If a histogram of a set of data looks as follows, then the data represented is said to be
normally distributed. The mean and median will be equal (if the data is perfectly distributed)
or very close to each other.

4
Frequency

0
0.00 2.00 4.00 6.00 8.00 10.00 12.00
variable 1

Grade 11 MATHEMATICS Term 4 39

 Topic 1, Lesson 5: Symmetric and Skewed data and Identification of outliers

4. Write the following summary on the board for learners to write in their books.
Discuss each aspect as you go along.

Skewed data Teaching notes

Negatively skewed Positively skewed If the mean and median

(mean subtract median is (mean subtract median is are known and there is no
negative) positive) visual representation of

mean < median < mode mode < median < mean the data, this method can

Mean will be to the left of Mean will be to the right of be used to find in which

the median the median direction the data is skewed

If a histogram or distribution
curve is given (remind
learners that the curve is
a representation of the
histogram), the ‘tail’ will
(Longer tail on left = skewed (Longer tail on right = show in which direction the
to left) skewed to the right) data is skewed.

If a box-and-whisker plot
is available, the longer box
will show in which direction
Skewed to the left – the Skewed to the right – the
the data is skewed.
data is more spread out on data is more spread out on
Tell learners to shade
the left the right.
the longer part of the box
and write ‘skewed left’
and ‘skewed right’ in the
appropriate diagram.

6. Finish the discussion on skewed data by pointing out that:

• the mean is susceptible to the influence of outliers and is not always a good repre-
sentation of the data

• both the mean and median are good representations of the data if the sample is
normally distributed

• if the data is skewed, the mean tends to be ‘dragged’ in the direction of the
skewness – in this case the median would be a better measure of central tendency

• the more skewed the data, the greater the difference between the mean and the
median.

7. Ask: Does anyone have any questions before we do some fully worked examples together?

40 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 5: Symmetric and Skewed data and Identification of outliers

8. Once any questions have been answered, do the following examples from past
examinations in full on the board. Learners should take them down in their books.

The number of delivery trucks making daily deliveries to neighbouring supermarkets,

Supermarket A and Supermarket B, in a two-week period are represented in the box-and-
whisker diagrams below.

Supermarket
A
8 10 12 14 16 18 20 22 24 26 28 30 32 34 36

Supermarket
B

4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36

a) Calculate the interquartile range of the data for Supermarket A.

b) Describe the skewness in the data of Supermarket A.
c) Calculate the range of the data for Supermarket B.
d) During the two-week period, which supermarket receives 25 or more deliveries per day
on more days? Explain your answer.
NOV 2014

Solutions Teaching notes

a) IQR =
 Q3 – Q1 Questions a) – c) should be easy for
= 30 – 20 = 10 learners to answer.
b) Skewed to the left (or negatively
skewed).
c) Range: 35 – 6 = 29

d) Supermarket A. Discuss this question with learners as they

For Supermarket B, the median is 20 may find the interpretation confusing.
which means 25 is in the upper half. Points to discuss:
For Supermarket A, the median is 26 The data is split into quarters and if 25 lies
which means 25 is not in the upper half, in the 2nd quarter then the entire 3rd and 4th
therefore, on more than half of the days, quarter (as well as part of the 2nd quarter)
there are 25 deliveries. must be greater than 25
If 25 lies in the 3rd quarter, then only the
entire 4th quarter and only part of the third
quarter must be greater than 25.

Grade 11 MATHEMATICS Term 4 41

 TOPIC 1, LESSON 5: SYMMETRIC AND SKEWED DATA AND IDENTIFICATION OF OUTLIERS

9. Use the following sketches to discuss skewness of data:

(a) Negatively skewed (b) Normal (no skew) (c) Positively skewed
mode
median
mode mean mode
median median
Frequency

mean mean

X X X

Negative direction The normal curve Positive direction

represents a perfectly
symmetrical distribution

10. Say: Now we need to look at the data that causes a set of data to be skewed.
Ask: What do we call the values that cause data to be skewed?
(Outliers).

11. Tell learners to write the definition of outliers in their books:

Outliers are values that are significantly higher or lower than all the other values in the data
set. Outliers are also called extremes.

12. In general, outliers can be found in two ways:

• If the data is represented in a scatterplot, any outliers are usually quite clear.
• If only the list of data is given, there is a calculation that can be done.

13. Say: First we will look at some scatterplots to discuss outliers.

14. Draw the following scatterplots on the chalkboard:

6
5
4
3
2
outlier 1
outlier
0
0 1 2 3 4 5 6

42 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 5: Symmetric and Skewed data and Identification of outliers

15. Point out the outliers in each of the diagrams.

Say: Note how obvious an outlier is when the data is represented in a scatterplot.

16. Say: The second way to find an outlier is by doing a calculation. The calculation requires
finding the lower quartile, upper quartile and inter quartile range.

17. Write the following steps on the chalkboard:

• Find the lower quartile and upper quartile
• Find the inter quartile range
• Multiply the interquartile range by 1,5
• Subtract this number from the lower quartile and add it to the upper quartile
• If any data lies outside these two numbers, they are outliers.

18. Once learners have written the steps in their books, do the following example with them.

Look at the following data set for outliers:

4 30 38 40 40 48 52 56 59 91 96
Lower quartile: 38
Upper quartile: 59
IQR: 59 – 38 = 21
21 × 1,5 = 31,5
38 – 31,5 = 6,5 59 + 31,5 = 90,5
There are 3 outliers in this set of data: 4, 91 and 96
FENCE

FENCE
LOWER

UPPER

4 38 38 40 40 48 52 56 59 91 96
IQR
21

6,5 90,5

38 – (1,5)(21) 59 + (1,5)(21)

19. Tell learners that the two numbers found can be called a lower fence and an upper fence
– implying that only the data inside the fence can be relied on.

Grade 11 MATHEMATICS Term 4 43

 Topic 1, Lesson 5: Symmetric and Skewed data and Identification of outliers

20. Write the following on the chalkboard to show learners how outliers can change the way a
set of data looks:

Without Outlier With Outlier

4, 4, 5, 5, 5, 5, 6, 6, 6, 7, 7 4, 4, 5, 5, 5, 5, 6, 6, 6, 7, 7, 300

Mean = 5.45 Mean = 30.00

Median = 5.00 Median = 5.50

Mode = 5.00 Mode = 5.00

Standard Deviation = 1.04 Standard Deviation = 85.03

Say: Notice how the median is still much the same but that the mean and standard deviation
are very different in the data sets with and without the outlier.

21. Ask directed questions so that you can ascertain learners’ level of understanding.
Ask learners if they have any questions.

22. Give learners an exercise to complete on their own.

23. Walk around the classroom as learners do the exercise. Support learners where necessary.

D ADDITIONAL ACTIVITIES/ READING

Further reading, listening or viewing activities related to this topic are available on the following web
links:

https://www.youtube.com/watch?v=XSSRrVMOqlQ
(What is skewness)

https://www.youtube.com/watch?v=mwT3ykS8r08
(Skewed data and outliers)

https://www.youtube.com/watch?v=n5rhuZDbYCM
(Determining skewness in ogive curves)

https://www.youtube.com/watch?v=9aDHbRb4Bf8
(Identifying outliers)

44 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson
TOPIC 1, LESSON6:6: Revision andCONSOLIDATION
REVISION AND Consolidation

TERM 3, TOPIC 1, LESSON 6

REVISION AND CONSOLIDATION

Suggested lesson duration: 1,5 hours

POLICY AND OUTCOMES A

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners will have revised:
zz all the concepts required in this topic.

CLASSROOM MANAGEMENT B
1. Make sure that you are ready and prepared.

2. Advance preparation: Work through the lesson plan and exercises.

3. Write the lesson heading on the board before learners arrive.

4. The table below provides references to this topic in Grade 12 textbooks. Plan when you will
get learners to practice the concepts learned by completing the exercises. Work through the
lesson plan and decide where you will get learners to do the exercises. Indicate this on your
lesson plans.

LEARNER PRACTICE

MIND ACTION PLATINUM VIA AFRIKA CLEVER EVERYTHING

SERIES MATHS
(SIYAVULA)
EX PG EX PG EX PG EX PG EX PG
Rev 334 Rev 313 Qu’s 320 Rev 472 11.7 468
Some 336
Ch

Grade 11 MATHEMATICS Term 4 45

 Topic 1, Lesson 6: Revision and Consolidation

C CONCEPTUAL DEVELOPMENT

INTRODUCTION

1. Ask learners to recap what they have learned in this section. Point out issues that you know
are important as well as problems that you encountered from your own learners.

2. If learners want you to explain a concept again, do that now.

DIRECT INSTRUCTION

1. Say: Before you do the revision exercise on your own, we will do one final past examination
question to cover as many aspects as possible from this section.

2. Learners should work through this question with you. Encourage the learners to tell you
what to do before doing it.

A group of Grade 11 learners were interviewed about using a certain application to send
SMS messages. The number of SMS messages, m, sent by each learner was summarised
in the histogram below.

Histogram showing the number of SMS messages

sent by learners
50

45

40
36
35
31
Frequency

30 29
26
25

20
15 14
15

10
7
5
2
0
0 2 4 6 8 10 12 14 16 18
Number of SMS messages (m)

46 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 6: Revision and Consolidation

a) Complete the cumulative frequency table.

CLASS FREQUENCY CUMULATIVE

FREQUENCY
0≤ m<2
2≤ m<4
4≤ m<6
6≤ m<8
8 ≤ m < 10
10 ≤ m < 12
12 ≤ m < 14
14 ≤ m < 16

b) Use the table to draw a cumulative frequency curve (ogive).

c) Use the ogive to identify the median for the data.
d) Estimate the percentage of learners who sent more than 11 messages using this
application.
e) In which direction is the data skewed?
Exemplar 2013
Solutions Teaching notes
a) Learners should be able to do this without assistance. Remind them that they need to
accumulate as they go.

CLASS FREQUENCY CUMULATIVE

FREQUENCY
0≤ m<2 7 7
2≤ m<4 15 22
4≤ m<6 26 48
6≤ m<8 29 77
8 ≤ m < 10 36 113
10 ≤ m < 12 31 144
12 ≤ m < 14 14 158
14 ≤ m < 16 2 160

Grade 11 MATHEMATICS Term 4 47

 Topic 1, Lesson 6: Revision and Consolidation

b) Ask:
What will the vertical axis represent?
(Cumulative frequency).
What is the total?
(160)
What scale could be used?
(Multiples of 10).
What will the horizontal axis represent?
(Number of SMS messages).
What is the highest value?
(16).
What scale could be used?
(Multiples of 1 or 2).
How do we find co-ordinates?
(Upper boundary with cumulative frequency).
What co-ordinate will ground the ogive?
(0;0)

c) Ask: What is the total number of learners?

(160).
NOTE: Learners often struggle with working out where (that is, which
axis) they should read the measures of dispersion from. Instead of
telling learners it is always the cumulative frequency, explain why.
Ask learners to think about this data being collected and to ask themselves where the
data came from? In this case, from the learners – it would be their information ‘lined up’
to find the median, for example, so they therefore need to look at the axis representing
all the learners.
Ask: As the median is required, what is half of 160?
(80).
Say: Find that, draw a horizontal line to the ogive and a vertical line to the axis to read
off the number of SMSs.

d) Say: The estimation of the percentage of learners who sent more than 11 message will
be found in a similar manner to finding the number of SMSs sent, but in reverse. Mark
off where 11 SMS’s are represented; draw a vertical line to the ogive then a horizontal
line to the axis to read off the number of learners.
As we are dealing with ‘more than’ this needs to be subtracted from 160. Then, find the
percentage.

48 Grade 11 MATHEMATICS Term 4

 Topic 1, Lesson 6: Revision and Consolidation

160

150

140

130

120

110
Cumulative Frequency

100

90

80

70

60

50

40

30

20

10

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Number of SMS messages

c) 8 messages
d) Reading: 130
∴ 160 - 130 = 30
30
30 learners sent more than 11 messages ∴ 160 # 100 = 18,75%

e) Say: An excellent way to find skewness when given an ogive is to use the ogive to draw
a box- and-whisker diagram. The median has already been marked off, so we need
to find where the Lower Quartile and Upper Quartile are. Mark these the same way
the median was found. Then mark the lowest and highest value and draw the box and
whisker. The scale will be correct from the ogive.

Grade 11 MATHEMATICS Term 4 49

 Topic 1, Lesson 6: Revision and Consolidation

160

150

140

130

120

110
Cumulative Frequency
100

90

80

70

60

50

40

30

20

10

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Number of SMS messages

e) The data is slightly skewed to the left.

3. Ask learners to do the revision exercise from their textbook. If you have an extra worksheet
or a past test paper, this would also be an excellent way for learners to consolidate what
they have learned. It would also give them the opportunity of knowing what to expect when
they must do an assessment.

4. Ask directed questions so that you can ascertain learners’ level of understanding.
Ask learners if they have any questions.

5. Walk around the classroom as learners do the exercise. Support learners where necessary.
Stop learners at certain times to discuss or mark a question on the board. Use the revision
time well.

50 Grade 11 MATHEMATICS Term 4

 TERM
TERM4,4,REVISION OVERVIEW
REVISION OVERVIEW

Term 4

REVISION OVERVIEW
A. TOPIC OVERVIEW A
zz The revision plan runs for three weeks (13.5 hours).
zz The revision plan is not presented over specific lessons. We provide guidance regarding
what to complete in each week. Plan according to your own learners needs.
zz Learners will write two examinations in November. Each examination is three hours and 150
marks. Encourage learners to be well prepared.
zz It is essential that you use these revision weeks to the maximum benefit of the learners.
Learners need to feel confident when writing their final examinations.
zz The revision programme is made up of three parts:
• Summary notes to share with learners
• One full Paper 1 and Paper 2 (2017) to work through with learners in detail.
• One Paper 1 and Paper 2 (exemplars) for learners to work on in class and at home and
make ‘cheat sheets’ (their own summaries) at the same time.

Breakdown of revision programme:

Week 1 Paper 1 summary notes and past Paper 1

Week 2 Paper 2 summary notes and past Paper 2
Week 3 Paper 1 and Paper 2 + ‘cheat sheets’.

As part of the revision programme, learners will work through past papers. This has been shown
to be an excellent learner-centred approach to revision.

In addition to providing the past papers and memoranda in the Resource Pack, we provide the
following links:

Links for past papers and memoranda:

Paper 1 2017 http://www.edwardsmaths.com/wp-content/uploads/2018/01/NSC-GR11-
MATHEMATICS-P1-NOV2017-FINALS-ENGLISH.pdf
Paper 1 2017 http://www.edwardsmaths.com/wp-content/uploads/2018/01/Final-
memo Marking-Guideline-Grade-11-Mathematics-P1-2017-Common-
Examination.pdf
Paper 2 2017 http://www.edwardsmaths.com/wp-content/uploads/2018/01/NSC-GR11-
MATHEMATICS-P2-NOV2017-FINALS-ENGLISH.pdf

Grade 11 MATHEMATICS Term 4 51

 TERM 4, REVISION OVERVIEW

Paper 2 2017 http://www.edwardsmaths.com/wp-content/uploads/2018/01/NSC-GR-

memo 11-Maths-P2-Memo.pdf
Paper 2 2016 http://www.edwardsmaths.com/wp-content/uploads/2016/12/
Mathematics-P2-Grade-11-Nov-2016-Eng.pdf
Paper 2 2016 http://www.edwardsmaths.com/wp-content/uploads/2016/12/GRADE-11-
memo MATHEMATICS-P2-memo.pdf
Paper 1 Exemplar https://www.ecexams.co.za/2013_Exemplars.htm
2013 (These four documents can be found in a folder on the site from this link)
Paper 1 Exemplar
2013 memo
Paper 2 Exemplar
2013
Paper 2 Exemplar
2013 memo

B WHAT EXPERIENCE AND RESEARCH TELLS US ABOUT PREPARING FOR

EXAMINATIONS

WHAT IS THE BEST WAY TO REVISE FOR A MATHS EXAM?

zz Learn your theory.
zz Do practice questions.
zz Check your answers.
zz Focus on what you can do, as well as what you can’t do.
zz Discuss questions and methods with fellow learners. Explain to each other – this is an
excellent way to consolidate your own understanding.
zz Make a revision plan and stick to it.

KEEP YOUR EYE ON THE PRIZE - SHARE THESE TIPS WITH YOUR LEARNERS
Revising for maths exams can be hard work – it can mean making sacrifices where you choose
to prioritise revision over other things. Therefore, it is always important to keep your eye on the
prize. Think about what your maths qualification will mean for your future life and career. Hope-
fully this will keep you motivated when times are tough during revision.

52 Grade 12 MATHEMATICS Term 3

 TERM 4, REVISION OVERVIEW

ASSESSMENT C
zz CAPS formal assessment requirements for Term 4:
• Test (already completed)
• Final examinations (Paper 1 and Paper 2)

zz The examinations will be made up as follows:

Paper 1

Mark allocation
Number patterns (25±3)
Algebraic Expressions, Equations and Inequalities (45±3)
Functions (45±3)
Finance and Growth (15±3)
Probability (20±3)

Paper 2

Mark allocation
Trigonometry (60±3)
Analytical geometry (30±3)
Euclidean Geometry and Measurement (40±3)
Statistics (20±3)

Grade 12 MATHEMATICS Term 3 53

 TermTERM
4, Revision - Week
4, REVISION - WEEK1 1

TERM 4

REVISION - WEEK 1

A POLICY AND OUTCOMES

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners will have:
zz worked through summaries of all Paper 1 topics
zz completed a full Paper 1 in class with their teacher.

B CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.

2. Advance preparation:
• work through the summaries of Paper 1
• work through the examination and teaching notes.

3. The notes and examination are both available in the resource booklet for photocopying if
possible.

4. Write work on the chalkboard before the learners arrive to ensure no time is wasted.

C CONCEPTUAL DEVELOPMENT

INTRODUCTION

1. Support learners as they consolidate all that they have learned this year.

2. Give learners time to ask questions and become confident in their ability to write their final
examination.

54 Grade 11 MATHEMATICS Term 4

 Term 4, Revision - Week 1

DIRECT INSTRUCTION

1. Start the lesson by handing out Resource 7 in the Resource Pack. This resource contains
summary notes for the topics assessed in Paper 1.

2. Work through the notes with learners. This should take at least an hour.

3. As you go through each topic, ask questions to ascertain how much learners remember.

4. Encourage learners to add their own notes to the summary notes you have given them.

5. Once you have revised each section (for Paper 1), hand out the past examination paper
(This is Resource 8 in the Resource Pack – Paper 1, 2017). Work though each question in
detail. Some learners may be sufficiently confident to work on their own, while others may
prefer to work with you.

6. As you go through each question, give learners the opportunity to contribute and to ask
questions.

7. Encourage learners to use their summary notes – for answering questions and to add their
own notes as they go along.

ALGEBRA, EXPONENTS, SURDS, EQUATIONS AND INEQUALITIES

a) Solve for x:
(i) (2x – 3)(x + 7) = 0
(ii) 7x2 + 3x – 2 = 0 (leave your answer correct to TWO decimal places)

(iii) x-1+3 = x
(iv) x2 > 3(x + 6)
b) Solve for x and y simultaneously:
2y + x = 1
x2 + y2 + 3 xy + y = 0
-5 ! 3 - 12k 2
c) If f (x) = 0 has roots x = 4 , for which values of k will the roots be equal?

Teaching notes:
a)
(i) A common error in this type of question is for learners to multiply out and factorise. Point
out that the equation is already in factorised form and the solution can immediately be
found.
(ii) When the number of decimal places is mentioned, it is usually a clue that the quadratic
formula will be used. Point this out to learners.

Grade 11 MATHEMATICS Term 4 55

 Term 4, Revision - Week 1

(iii) When solving equations with surds remind learners of the following steps and points to
remember:
• Use inverse operations to get the term with the surd on its own
• Square both sides
• Solve as usual from this step
BUT – remember to ALWAYS check each solution to ensure that both solutions are possible.
(iv) When solving quadratic inequalities, remind learners of the following steps and points to
remember:
Get all terms on one side and factorise (as with quadratic equations)
State the critical values
Draw a sketch to represent the quadratic function
Using the inequality, note the matching part of the function (positive or negative)
State the solution using the correct inequality.
b)
Remind learners to make one variable the subject of the formula in one of the equations then
to use this information to substitute into the other equation. Solve for the unknown variable
and substitute back into the other equation to solve for the second variable.
c)
Ask: For roots to be equal, what does b2 – 4ac need to equal? (zero)
Tell learners to make 3 – 12 k 2 = 0 and solve for k.

Solutions:
a)
(i) (2x – 3)(x + 7) = 0

x = 32 or x = –7

-b ! b 2 - 4ac
(ii) x = 2a
-3 ! (3) 2 - 4 (7) (-2)
x= 2 (7)
-3 ! 65
x= 14
x = -0,79 or x = 0,36
(iii) x-1+3 = x
x-1 = x-3
( x - 1 ) 2 = (x - 3) 2
x - 1 = x 2 - 6x + 9
0 = x 2 - 7x + 10
0 = (x - 5) (x - 2)
x = 5 or x = 2 (N/S)
` x=5

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(iv) x 2 2 3 (x + 6)
x 2 - 3 (x + 6) > 0
x 2 - 3x - 18 > 0
(x - 6) (x + 3) > 0
-3 6
CV’S: 6 and - 3
x < –3 or x > 6

b) 2y + x = 1 x 2 + y 2 + 3xy + y = 0
x = 1 - 2y

(1 - 2y) 2 + y 2 + 3y (1 - 2y) + y = 0
1 - 4 y + 4 y 2 + y 2 + 3 y - 6y 2 + y = 0
1 - y2 = 0
(1 - y) (1 + y) = 0
y=1 or y = -1
∴ x = -1 or x=3

c) 3 – 12k 2 = 0
3(1 – 4k 2) = 0
1 – 4k 2 = 0
(1 - 2k)(1 + 2k) = 0

k = 12
or k = - 12

a) Simplify fully without using a calculator:

3 m + 4 - 6.3 m + 1
7.3 m + 2
b) Solve for x without using a calculator:

(i) x - 4 = 8
3

(ii) 4 x - 2 x = 2
3- a 4+ a
c) If x = and y = , determine the value of (x + y)2
2 2
d) Show, WITHOUT using a calculator that 12 10 # 6 640 # 4 810 # 40 = 120

Teaching notes:
a)
Remind learners: When the numerator and/or denominator have more than one term, you
need to factorise. To find a common factor, use Law 1 in reverse (3m+4 =3m. 34). This makes it
easier to find the HCF and to know what remains when it has been taken out.

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b)
a
(i) Remind learners: If an equation is in the form: x b = y
• there will be a positive and negative solution if a is even and b odd.
• there will be one solution if a is odd.
Therefore, we expect one solution in this case.
 hat do we need to do to make x the subject of the formula?
Ask: W
(Raise both sides to the inverse of the exponent).
(ii) Learners tend to find this type of questions a challenge. Remind learners to look out for
three terms where one has an exponent that is two times (2 x) one of the other term’s
exponent. In this case, once the 4 has been written as a product of its prime factors it
should be clear that one of the exponents is 2x and the other is x. This should lead to the
use of the substitution method (k-method).
c)
Tell learners that this question may look complicated but essentially it is a multiplication of
two fractions using the FOIL method (distributive law). The key is to know how to multiply with
surds.
d)
The key to answering this question is to recognise the perfect squares that are factors of the
numbers inside the root signs. Writing the numbers as a product of the perfect square and
another factor then writing the perfect square as a product of its prime factors should lead to
a straightforward simplification of the expression.

3 m + 4 - 6 .3 m + 1
a)
7.3 m + 2
3 m (3 4 - 6.3 1)
=
7 .3 m 3 2
(3 4 - 6.3 1)
=
7 .3 2
81 - 18
= 63
63
= 63 = 1

x- 4 = 8
3
b) (i)
x- 4 = 23
3

x = (2 3) - 3
4

x = 2 -4
1
x = 16

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(ii) 4x – 2 x = 2
4x – 2x – 2 = 0
22x – 2x – 2 = 0
Let 2x = k
∴k2 – k – 2 = 0
(k – 2)(k + 1) = 0
k = 2 or k = -1
2x = 2 or 2x = -1
∴ x = 1 ∴ N/S

3- a 4+ a 2
c) (x + y) 2 = ( + )
2 2
3- a 4+ a 3- a 4+ a
=( + )( + )
2 2 2 2
9 - 6 a + a 12 - a - a 12 - a - a 16 + 8 a + a
= 2 + 2 + 2 + 2
49
= 2

d) 12
10 # 6 640 # 4 810 # 40
= 12 10 # 6 64.10 # 4 81.10 # 4.10
= 12 10 # 6 2 6 .10 # 4 3 4 .10 # 2 2 .10
1 1 1 1
= 10 12 .2 1 .10 6 .3 1 .10 4 .2 1 .10 2
= 101. 22. 31
= 120 = RHS

NUMBER PATTERNS

a) Given the finite linear pattern: 12 ; 17 ; 22 ; …. ; 172

(i) Determine a formula for the nth term of the pattern.
(ii) Calculate the value of T12
(iii) Determine the number of terms in the pattern.
b) Given the first four terms of a linear pattern: 3 ; x ; y ; 30
Calculate the values of x and y.

Teaching notes:
a)
Ask: W
 hat is the key point of a linear pattern?
(There is a common difference between the terms).
Ask: What does ‘finite’ mean?
(The pattern will come to an end. It does not go on indefinitely).

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(i)
Say: Find the common difference and use the formula to find the pattern.
(ii)
Ask: H
 ow do we find a certain term in a pattern?
(Substitute the position given for ‘n’).
(iii)
Ask: H
 ow do we find the position of a term?
(Make the general term equal to the term itself and solve for ‘n’).
b)
Ask: W
 hat is the key point of a linear pattern?
(There is a common difference between the terms)
Say: We need to use this knowledge to form equations in which we can solve for the
unknown.

a) (i) 12 17 22

5 5
Tn = a + (n – 1) d
Tn = 12 + (n – 1)5
Tn = 5n + 7

(ii) T12 = 5(12) + 7 = 67

(iii) 172 = 5n + 7
165 = 5n
n = 33
b) 3 x y 30

x – 3 y – x 30 – y

x–3=y–x and 30 – y = y - x
2x – 3 = y
∴ 30 – (2x – 3) = 2x – 3 – x
30 – 2x + 3 = x – 3
–3x = –36
x = 12
∴ y = 2(12) – 3 = 21

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Given the quadratic pattern: 244 ; 193 ; 148 ; 109 ; ….

a) Write down the next term of the pattern
b) Determine a formula for the nth term of the pattern.
c) Which term of the pattern will have a value of 508?
d) Between which two consecutive terms of the quadratic pattern will the first difference be
453?
e) Show that all the terms of the quadratic pattern are positive.

Teaching notes:
a)
Ask: W
 hat can you tell me about a quadratic pattern?
(There is a second common difference).
Say: We will use this idea to work out the next term.
Once the second common difference has been found, add 6 to final 1st difference found and
add the answer to 109 to find the next term.
b)
Remind learners of the steps to find a quadratic pattern (ax2 + bx + c):
To find a: make 2a equal to the second difference
To find b: make 3a + b equal to the first difference found (-51)
To find c: make a + b + c equal to the first term.
c)
Ask: H
 ow do we find the position of a term?
(Make the general term equal to the term itself and solve for ‘n’).
Remind learners that this is a quadratic pattern and they will therefore find two solutions for n,
and that they need to use the correct solution – the position of a term in a pattern must be a
natural number.
d)
Say: To do this, find the general term of the linear pattern found in the first line of differences
then find the position of 453 in that pattern. The solution will be between that term and the
following term.
e)
Discuss what makes a quadratic positive. Remind learners of the relationship between a
quadratic pattern and a quadratic function.
Ask: If a quadratic function is positive, where would it be in the Cartesian plane?
(Above the x-axis).
Remind learners that if the parabola is positive and has a turning point in quadrant 1 or 2 then
this will make it always positive.
Say: We will ‘complete the square’ on the quadratic function to verify that the turning point is
in quadrant 1 or 2 which will show that this pattern is always positive.

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a)
244 193 148 109

–51 –45 –39

6 6
T5 = 76

b) 2a = 6
a=3
3a + b = –51
3(3) + b = –51
b = –60
a + b + c = 244
3 – 60 + c = 244
c = 301
Tn = 3n2 – 60n + 301

c) 508 = 3n2 – 60n + 301

0 = 3n2 – 60n – 207
0 = 3(n2 – 20n – 69)
0 = (n + 3)(n – 23)
∴ n = –3 or n = 23
n ≠ –3 ∴ n = 23

d) Tn = a + (n – 1) d (1st difference)
Tn = –51 + (n – 1)6
Tn = 6n – 57
453 = 6n – 57
510 = 6n
n = 85
∴ between T85 and T86

e) Tn = 3 n2 – 60n + 301
Tn = 3(n2 – 20n + 301
3 )
Tn = 3(n2 – 20n + 100 + 301
3 – 100)
Tn = 3[(n – 10)2 + 13 ]
Tn = 3(n – 10)2 + 1
3(n – 10)2 + 1 ≥ 0 for all values of n
∴ all terms in the pattern are positive

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FUNCTIONS
-3
Given: f (x) = x + 2 + 1 and g(x) = 2–x – 4

a) Determine f (–3)
b) Determine x if g(x) = 4
c) Write down the asymptotes of f
d) Write down the range of g
e) Determine the coordinates of the x and y - intercepts of f
f) Determine the equation of the axis of symmetry of f which has a negative gradient.
Leave your answer in the form y = mx + c.
g) Sketch the graphs of f and g on the same system of axes. Clearly show ALL
intercepts with the axes and any asymptotes.
h) If it is given that f (-1) = g(-1), determine the values of x for which g(x) ≥ f (x)

Teaching notes:
Ask: What functions are represented here?
(Hyperbola and exponential function) and what they remember about these functions (that
the hyperbola has two asymptotes and that the exponential function has one asymptote).
a)
Learners should be able to substitute -3 into the function to find the corresponding value.
Say: Explain what you have found.
(The y-value of the function when x = -3).

b)
Ask: What makes this question different from the previous question?
(In this question, the y-value of the function has been given and the corresponding x-value is
required).

c)
Ask: In what form are the equations of the asymptotes of a hyperbola?
(x =.. for the vertical asymptote and y =.. for the horizontal asymptote).
Ask: Where do we read the information for the vertical asymptote?
(The value of x that makes the denominator equal to zero).
Ask: Where do we read the information for the horizontal asymptote?
(The value of q – the vertical shift).

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d)
Ask: What does the range mean?
(All the possible y-values of the function).
Remind earners that in an exponential function, the range will be linked directly to the
horizontal asymptote. It will either begin with the asymptote and go on to infinity or start at
negative infinity and end with asymptote.
Ask: How do we know what type this exponential function will be?
(It is a decreasing function but positive and therefore the asymptote will be below the
function).

e)
Ask: How do we find the intercepts of any function?
(To find the x-intercept, make y = 0 and solve for x; To find the y-intercept, make x = 0 and
solve for y).

f)
Ask: H
 ow many axes of symmetry does a hyperbola have? (2)
Describe the axes of symmetry.
(One axis has a positive slope with a gradient of –1; the other axis has a negative slope with
a gradient of 1.
Both axes of symmetry pass through the point where the asymptotes meet).

g)
Learners should be able to do this using some of the answers from previous questions.
Remind learners to draw in the asymptotes and label them and that they will need to find the
intercepts of the exponential function.

h)
It is important that learners recognise the importance of their answer to a) and (b) in
answering this question.
In a) learners found that f (–3) = 4 and in b) learners also found that g (–3) = 4 (even though
the value of y was given and x was found).
This point of intersection is key to answering part of the question. The other point of
intersection, which is also required, is given in the question.
Ask learners to highlight the part of the exponential graph that lies ABOVE (greater than) the
hyperbola.
-3
a) f (–3) = -3 + 2 + 1

=4

b) 4 = 2–x – 4
8 = 2–x
23 = 2–x

∴ x = –3

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c) x = –2
y=1

d) y > –4

e) f (x) = x -+3 2 +1
-3
0 = x + 2 +1
-3
-1 = x + 2

-1(x + 2) = -3
-x – 2 = -3
x=1 (1;0)

y = 0 -+3 2 +1
y = - 12 1
(0; - 2 )

f) m = -1 (-2;1)
y = -x + c
1 = -(-2) + c
-1 = c
` y = -x – 1

g)
y

f
1
0 1 x
-2 -0,5

-3 g
f -4

h) x ≤ -3 or -2 < x ≤ -1

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The diagram below shows the graphs of f (x)=-x2 – x + 6 and g(x) = mx + c.

A(-2 ; 4) is a point of intersection of the two graphs.

y
D

A(-2;4)

g
f
x
B 0 C

a) Determine the x-intercepts of f

b) Write down the equation of the axis of symmetry of f
c) Determine the range of f
d) Write down the equation of g in the form g(x) = mx + c
e) Write down the average gradient between points A and D.
f) Determine the equation of h, if h is the reflection of f about the x-axis and then translated
3 units to the right. Leave your answer in the form h(x) = a(x + p)2 + q
g) Write down the values of x for which f (x) > 0
h) If f (p) = f (r) = 4, calculate the value of p – r if r < 0.

Teaching notes:
a)
Ask: How do we find the x-intercept(s) of any function?
(Make y = 0 and solve for x)

b)
Ask: Where is the axis of symmetry on a parabola?
(A vertical line that passes through the turning point).
Say: We need to find the x-coordinate of the turning point. How do we find that?
-b
(x = 2a )

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c)
Ask: What does the range mean?
(All the possible y-values of the function).
Remind learners that these values should be read from lowest to highest – so they must read
from bottom to top.
Ask: What are the first y values of the function?
(There are arrows, so negative infinity).
Ask: At which value does the function end (the maximum point)?
(The y-coordinate of the turning point which we are not given. We need to calculate it using
the value found in b))

d)
Ask: What is required to find the equation of a straight line?
(The gradient and a point).
Do we have this information?
(Yes – there are 2 points given – gradient can be found from these).

e)
Ask: Why is the term ‘average gradient’ instead of ‘gradient’?
(The two points are on a curve and therefore cannot have an accurate gradient).
Point out that we already know the gradient between these two points from d).

f)
Ask: What is the rule for a reflection in the x- axis?
(x ; y) → (x ; –y)
Ask: How do we show a translation to the right?
(Subtract the shift from the x-value. This means we need to complete the square to work
inside the bracket).

g)
Remind learners to highlight the part of the function that corresponds to the inequality (in this
case greater than zero – the part of the function that is positive) then find the x-values that
correspond to the highlighted part of the function.

h)
Learners may find this question difficult.
Ask: What does a function look like if it is equal to a constant?
(A horizontal line).
Tell learners to draw in the line y = 4.
Ask: Can you see that there are two values where the function f (x) is equal to the line drawn
in?
Tell learners that we need to find these two values then use the information in the question to
decide which one is p and which one is r to answer the final part of the question.

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a) 0 = – x2 – x + 6
0 = x2 + x – 6
0 = (x + 3)(x – 2)
x = –3 or x = 2
(–3 ; 0) (2 ; 0)

-b
b) x = 2a
- (-1)
x = 2 (-1)

x = - 12

c) f b - 2 l = -b - 2 l - b - 2 l + 6
1 1 2 1

f b - 12 l = 6 14
1
∴ y#64

d) A (–2 ; 4) D (0 ; 6)
m = 06- -(-42)
m=1
∴ g(x) = x + 6

e) Average gradient = 1

f) f (x) = – x2 – x+6
f (x) = – (x2 + x-6)
f (x) = – (x2 + x + 14 – 6 – 14 )
f (x) = – :b x + 12 l - 25 D
2

f (x) = – b x + 12 l + 25
2

h(x) = b x + 12 - 3 l - 25
2

h(x) = b x - 52 l - 25
2

4
g) -3 < x < 2

h) f (x) = 4
–x – x + 6 = 4
2

0 = x2+x – 2
0 = (x+2)(x – 1)
x = –2 or x = 1
∴ r = –2 and p = 1
∴ p – r = 1 – (–2) = 3

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FINANCE AND GROWTH

a) A company bought machinery costing R80 000. Using the reducing balance method, the
machinery had a book value of R20 000 after five years. Calculate the rate of depreciation.
b) Calculate the effective interest rate if interest is compounded at 5% p.a. compounded
quarterly.
c) Sipho invested R30 000 for six years. The investment earned interest at 12% p.a.,
compounded monthly for the first two years. Thereafter, the interest rate changed to
10,8% p.a. compounded semi-annually for the rest of the period. Calculate the value of
the investment at the end of 6 years. (No other transactions were made on the account).
d) Mary deposited R25 000 into a savings account with an interest rate of 18% p.a.,
compounded monthly. Mary withdrew R8 000 from the account two years after depositing
the initial amount. She deposited another R4 000 into this account 3,5 years after the
intial deposit. What amount will Mary have five years after making the initial deposit in this
account?

Teaching notes:
a)
Learners should recognise that they need to use the reducing balance formula for
depreciation.
Ask: What are our known values?
(A – R20 000, the current value; P – R80 000, the original value; n – 5 years).

b)
Remind learners that they need to know the formula for converting between a nominal and
effective interest rate.
Ask: What is the key point to remember when dealing with effective interest rates?
(We deal with one year only as we are effectively finding the annual compounded rate).

c) & d)
Remind learners that timelines are a good strategy to solve more complicated questions
where the interest rates change over a given time or withdrawals and extra deposits are
made.
Draw the timelines with learners and remind them of the process.

a) A = P (1 – i)n
20 000 = 80 000 (1 – i)5
0,25 = (1 – i)5
5
0, 25 = 1 – i
i = 1 – 5 0, 25
i = 0,24214417
Rate = 24,21%

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b)
i nom lm
1 + ieff = b 1 + m

1 + ieff = b 1 + 4 l
0, 05 4

ieff = b 1 + 4 l - 1
0, 05 4

ieff = 0,05094…
∴ effective rate = 5,09% p.a.

c)
0,108
0,12 2
12
g
T0 T2 T6
+30 000

A = 30 000 b 1 + 12 l b 1 + 2 l
0, 12 2 # 12 0, 108 4 # 2

A = 58 017,51
d)
0,18
12

T0 T2 T3,5 T5
+25 000 – 8 000 3 # 12 +4 000
A = 25 000 b 1 + 12 l - 8 000 b 1 + 12 l + 4 000 b 1 + 12 l
5 # 12
0 , 18 0 , 18 0, 18 1,5 # 12

A = 52 636, 74

PROBABILITY

a) A bag contains three blue marbles and two red marbles. A marble is taken from the bag,
the colour is recorded and the marble is put aside. A second marble is taken from the bag,
the colour is recorded then put aside.
(i) Draw a tree diagram to represent the information above. Show the probabilities
associated with EACH branch, as well as the posible outcomes.
(ii) Determine the probability of first taking a red marble and then taking a blue marble, in
that order.
b) A and B are two events. The proability that event A will occur is 0,4 and the probability that
event B will occur is 0,3. The probability that either event A or event B will occur is 0,58.
(i) Are events A and B mutually exclusive? Justify your answer with appropriate
calculations.
(ii) Are events A and B independent? Justify your answer with appropriate calculations.

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Teaching notes:
a)
Ensure that learners realise that the marble is drawn at random and is NOT replaced and that
this will affect the probability for the second draw.
As you draw the tree diagram with learners, point out the correct method (to start with a
vertex, to write the probability ON the branch and the outcome at the END of the branch).
Remind learners when we multiply (along the branches to match an outcome required) and
when we add the probabilities (if more than one outcome is possible – OR)
b)
Ask questions regarding the vocabulary involved in this question (mutually exclusive
and independent) as well as the rules of probability – the addition rule and the rule for
independent events).

Solutions:
a) (i)
2
or
1
or 0,5 B (B;B)
4 2

3
or 0,6
B
5
2
or
1
or 0,5 R (B;R)
4 2

1
2
or 0,75 B (R;B)
2
or 0,5
5 R
1
or 0,25 (R;R )
4 R

2 3 3
(ii) P(RB) = 5 # 4 = 10 or 0,3

b) (i) P(A) = 0,4 P(B) = 0,3 P(A or B) = 0,58

P(A or B) = P(A) + P(B) – P(A and B)
0,58 = 0,4+0,3 – P(A and B)
P(A and B) = 0,12
∴ Events A and B are not mutually exclusive as P(A and B) ≠ 0
(ii) P(A and B) = 0,12
P(A) × P(B) = 0,4×0,3
= 0,12
∴ A and B are independent events because P(A and B) = P(A) × P(B)

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A survey was done among 80 learners on their favourite sport.

The results are shown below.
• 52 learners like rugby (R)
• 42 learners like volleyball (V)
• 5 learners like chess (C) only
• 14 learners like rugby and volleyball but not chess
• 12 learners like rugby and chess but not volleyball
• 15 learners like volleyball and chess but not rugby
• x learners like all 3 types of sport
• 3 learners did not like any sport
a) Draw a Venn diagram to represent the information above.
b) Show that x = 8
c) How many learners like only rugby?
d) Calclate the probability that a learner, chosen randomly, likes at least TWO different
types of sport?

Teaching notes:
a)
Ask: How many events are mentioned?
(Three – rugby, volleyball and chess)
Ask: When drawing and completing a Venn diagram, where should we always start?
(The intersection and work outwards).
Ask: W
 hat value will go in the intersection for this question?
(x)
b)
 ow will we find the value of x?
Ask: H
(All the values represented should total 80. Make an equation and solve).
Remind learners that if a question states ‘show that’, they may NOT use the solution given in
the calculation.
c)
This should be a straightforward subtraction calculation using the value of x
d)
Say: S
 how me on the Venn diagram where learners are represented that like at least two of
the sports.
(The areas that are shared – any intersection).
Remind learners that when answering a probability question, the sample space is essential.

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 TERM 4, REVISION - WEEK 1

a)
n(S) = 80

R V

26 – x 13 – x

x
12 15

5 3
C

b) 26 – x + 14 + 13 – x + x + 12 + 15 + 5 + 3 = 80
x=8
c) Rugby only:
26 – 8 = 18
12 + 14 + 15 + 8
d) P(at least 2 types) = 80
49
= 80

8. When the past paper has been completed ask learners if they have any questions.

9. Say: Next week we will be revising the work for Paper 2.

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 TermTERM
4, Revision - Week
4, REVISION - WEEK2 2

TERM 4

REVISION - WEEK 2

A POLICY AND OUTCOMES

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners will have:
zz worked through summaries of all Paper 2 topics
zz completed a full Paper 2 with their teacher.

B CLASSROOM MANAGEMENT
1. Make sure that you are ready and prepared.

2. Advance preparation:
• work through the summaries of Paper 2
• work through the Paper 2 2017 examination and teaching notes.

3. The notes and examination are available in the Resource Pack for photocopying if possible.
Summary: Resource 9; Paper 2 2017: Resource 10.

4. Write work on the chalkboard before the learners arrive to ensure no time is wasted.

C CONCEPTUAL DEVELOPMENT

INTRODUCTION

1. Support learners as they consolidate all that they have learned this year.

2. Give learners time to ask questions and become confident in their ability to write their final
examination.

74 Grade 11 MATHEMATICS Term 4

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DIRECT INSTRUCTION

1. Hand out the four sets of summary notes for Paper 2 - Resource 9 in the Resource Pack.

2. Go through the notes with learners. This should take at least an hour.

3. Ask questions to ascertain how much learners remember as you go through each topic.

4. Encourage learners to add their own notes to the summaries – now and throughout the next
few weeks of revision.

5. Once you have worked through the summary notes of all topics, hand out Paper 2 2017.
Work through each question in detail with learners. Allow learners who feel confident to work
on their own to do so.

6. As you go through each question, give learners the opportunity to contribute and ask
questions.

7. Encourage learners to refer to their summary notes and to use them when answering
questions or to add notes to if they are finding something a challenge.

STATISTICS

a) Mr Brown conducted a survey on the amount of airtime (in Rands) EACH student had on
his or her cell phone. He summarised the data in the box and whisker diagram below.

10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66

(i) Write down the five-number summary of the data.

(ii) Determine the interquartile range
(iii) Comment on the skewness of the data
b) A group of 13 students indicated how long it took (in hours) before their cell phone
batteries required charging. The information is given in the table below.

5 8 69 10 17 20 29 32 48 5 50 63 y 107

(i) Calculate the value of y if the mean for this data set is 41.
(ii) If y = 94, calculate the standard deviation of the data.
(iii) The mean time before another group of 6 students needed to recharge the batteries of
their cell phones was 18 hours. Combine these groups and calculate the overall mean
time needed for these two groups to recharge the batteries of their cell phones.

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Teaching notes:
a)
(i) Ask: What are the 5 items that make up the five-number summary?
(Lowest and highest value, median, lower quartile and upper quartile).
(ii) Ask: How do we calculate the inter quartile range?
(Upper quartile subtract lower quartile).
(iii) Remind learners that the skewness in of a box and whisker plot can be seen by looking
for the wider part of the box as this shows where the data is more spread out.
b)
(i) Ask: How is the mean calculated?
(By adding all the values and dividing by the number of values added).
Say: Then we should be able to use this to find the missing value – make an equation to
show that all the values are being added and divided by the number of values to equal 41
(ii) Learners may need to be reminded of how to use their calculators to find standard
deviation.
(iii) Ask: If 6 students produced a mean average of 18 hours, what was the total of all the
times?
(6×18)
Ask: How many students are there in total now?
(19)

a)
(i) Minimum: 12
Q1 : 17
M : 30
Q3 : 38
Maximum: 65
(ii) IQR = 38 – 17 = 21
(iii) The data is negatively skewed (to the left)

b)
y + 439
(i) 13 = mean

y + 439
13 = 41

y + 439 = 533

y = 94
(ii) σ = 30,94
(iii) Original sum: 41 × 13 = 533
New (group) sum: 18 × 6 = 108
Total number of students: 19
533 + 108 641
Mean time of both groups: 19 = 19 = 33,74

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A student conducted a survey among his friends and relatives to determine the relationship
between the age of a person and the number of marketing phone calls he or she received
within one month. The information is given in the table below.

Age of person in Frequency Cumulative

survey frequency
20 < x ≤ 30 7 7
30 < x ≤ 40 27
40 < x ≤ 50 25
50 < x ≤ 60 64
60 < x ≤ 70 72
70 < x ≤ 80 4
80 < x ≤ 90 80

a) Complete the frequency and cumulative frequency columns in the table.

b) How many people participated in this survey?
c) Write down the modal class.
d) Draw an ogive (cumulative frequency graph) to represent the data.
e) Determine the percentage of marketing calls received by people older than 54 years.

Teaching notes:
a)
Ask learners to assist you in completing the table – ask a question before filling in each value.
Learners may need to be reminded that the final column is the accumulated total.
b)
Remind learners that the final amount in the cumulated frequency column represents the
total.
c)
Ask: What is the mode?
(The value that appears the most often).
Ask: Why are we being asked for the modal class?
(We don’t know the actual values – only how many values are in each class interval).

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d)
Remind learners of the important points regarding the drawing of an ogive:
zz The horizontal axis will represent the data. In this case, age.
zz Only the upper boundary numbers will be represented – show them all.
These are the x-co-ordinates of the points found.
zz The vertical axis will always represent the cumulative frequency – no matter what
situation is represented.
zz To choose a reasonable scale, take the highest number and divide by 10 – this gives
an idea what multiples to use. In this case, 80 ÷ 10 = 8. 10 can be used.
zz Plot the points and join them freehand and as smoothly as possible – remember it is
called a cumulative frequency curve.
zz Remember to ground the ogive using the lower boundary number of the first class
interval with zero. In this case (20 ; 0).
e)
Ask: Where do we look on the ogive to read off this answer?
(Find 54 on the axes and read off the corresponding y-value that represents the number of
people).
Point out that the question says ‘older than’ so we are interested in how many people are
past that value. This requires a subtraction calculation using the total number of people.

a)
Age of person in Frequency Cumulative
survey frequency
20 < x ≤ 30 7 7
30 < x ≤ 40 20 27
40 < x ≤ 50 25 52
50 < x ≤ 60 12 64
60 < x ≤ 70 8 72
70 < x ≤ 80 4 76
80 < x ≤ 90 4 80

b) 80
c) 40 < x ≤ 50

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 Term 4, Revision - Week 2

d)

80

Cumulative Frequency/Kumulatiewe Frekwensie

70

60

50

40

30

20

10

0
0 10 20 30 40 50 60 70 80 90 100
Age of person surveyed/Ouderdom van persoon in oename

e) 80 - 58 = 22
22
80 = 27,5%

ANALYTICAL GEOMETRY

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

y
C
B

T
15
0 x

A(-2;-5) D

a) Determine the gradient of line AC.

b) Determine the equation of AC in the form y = mx + c
c) If the equation of AC is y = 2x – 1, calculate the coordinates of T.
d) If ABCD is a kite with AB = BC:
(i) Determine the coordinates of C
(ii) Calculate the length of BT
(iii) Write down the length of the radius of the circle passing through points B, C and T

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Teaching notes:
a)
Ask: How will we find the gradient of AC?
(The equation of BD is given, and we therefore know the gradient. AC is perpendicular to BD
– this will be useful to find the gradient).
b)
Ask: What do we need to find the equation of any line?
(The gradient and one point).
Ask: Do we have this?
(Yes – we found the gradient in the previous question and point A is given).
c)
Ask: What happens at T?
(T is the point of intersection of the two straight lines).
How will we find T?
(Make the equations equal and solve for x and y).
d) (i) Ask: Why is it important that ABCD is a kite?
(Diagonal BD bisects diagonal AC which means that T is the midpoint of AC).
Ask: How can we use this to find C?
(Use the midpoint formula in reverse to find x and y).
(ii) Ask: How can we find the length of BT?
(Use the distance formula to find AT then the theorem of Pythagoras to find BT).
(iii) Point out that it is important to have a knowledge of all topics in mathematics and not to
focus on one topic at a time. Euclidean geometry will be useful for this question.
Ask: Which circle theorem may be useful to answer the question?
(BC subtends a right angle and therefore must be a diameter).

a) BD: 2y + x = 18
2y = –x + 18

y = - 12 x+9
mBD = - 12
∴ mAC = 2

b) A(–2; –5) m=2

y – y1 = m(x – x1)
y – (–5) = 2(x – (–2))
y + 5 = 2(x + 2)
y = 2x + 4 – 5
y = 2x – 1

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 Term 4, Revision - Week 2

1
c) y = - 2 x + 9 and y = 2x – 1
1
- 2 x + 9 = 2 x – 1

–x + 18 = 4x – 2
–x – 4x= –2 – 18
–5x = –20
x=4
y = 2(4) – 1
y=7 ∴ T(4;7)

d)
-2 + x
(i) 2 =4

–2 + x = 8
x = 10
-5 + y
2 =7

–5 + y = 14
y = 19
∴ C (10;19)
(ii) AT = (4 - (-2)) 2 + (7 - (-5)) 2
AT = 180 = 6 5
BT + AT2 = AB2
2
(Pythagoras)
BT2 + ( 6 5 ) 2 = (15)2
BT 2 = 225-180
BT = 3 5
^
(iii) BTC = 90º ∴ BC is the diameter (conv < in semi-circle)
BC = 15 ∴ rad = 7,5

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 Term 4, Revision - Week 2

C, a point on the x-axis, A(-5;-3) and B(4;12) are the vertices of a triangle.
AB intersects the x-axis at E.
^
ABC = θ and BÊC = α

y
B(4;12)
θ

T
15
E α 0 C
x
A(-5;-3)

a) Calculate the gradient of AB.

b) Determine the coordinates of point E.
c) Determine the size of α. Round off to the nearest whole number.
d) If θ = 76º, determine the equation of the line through A parallel to BC.

Teaching notes:
a)
This should be a straightforward question as two points are given.
b)
Ask: W
 hat is the significance of point E?
(It is the x-intercept of the line AB).
Say: That means we need to find the equation of the line in order to find the x-intercept.
c)
Ask: H
 ow do we find the angle of inclination?
(tan θ = m).
d)
Point out that to find a line parallel to BC we need to find the gradient of BC.
Ask: H
 ow can we find the gradient of BC?
(By finding BĈX and using it to find the gradient).
Once the gradient has been found, the equation of the line can be found.

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 Term 4, Revision - Week 2

12 - (-3)
a) m = 4 - (-5)

m = 15 5
9 = 3

b) (4;12) m = 53
y - 12 = 53 (x - 4)
5 20
0 = 3 x – 3 + 12

0 = 5x – 20 + 36
–16 = 5x
x = -516 E b -516 ; 0 l
5
c) tan α = 3
∴ α = 59º

d) BĈX = 135º (ext < ∆ EBC)

tan 135º = –1
∴ mBC = –1
A(-5;-3)
m = –1
y – (–3) = –1(x – (–5))
y + 3 = –x – 5
y = –x – 8

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TRIGONOMETRY

a) Simplify fully: sin (90º – x).cos (180º + x) + tan x.cos x.sin (x – 180º)
b) Prove, WITHOUT using a calculator, that

sin315 o .tan210 o .sin190 o = - 2

cos100 o .sin120 o 3

c) In the diagram below, R is a point in the first quadrant such that TÔR = α. RO is
extended to P such that OP = 2 RO and TÔP = β.
3
It is given that sin α = 5

y
C

ß α
0 T x

WITHOUT the use of a calculator, determine:

(i) The value of tan α
(ii) The value of sin β
(iii) The coordinates of P
d) Prove the identity
sin i - tan i. cos 2 i
cosi - 1 + sin 2 i = tani
Teaching notes:
a)
Remind learners that they need to be proficient in reductions as well as have an
understanding of complementary angles (co-ratios). It is important that they are able to find in
which quadrant an angle lies and then to know whether the trigonometric function is positive
or negative in that quadrant.
b)
Say: If reductions of angles are required without a calculator, remember to expect special
angles.

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 Term 4, Revision - Week 2

c)
(i) Ask: What type of question is this?
(Pythagoras).
 escribe the relationship between angles β and α.
(ii) Say: D
(( β = 180º + α). This can be used to find sin β).
(iii) Ask: If RO = 5, what is the length of OP? (10 units)
Point out that because vertically opposite angles are equal, we have two similar
triangles.
Ask: W
 hat do you know about similar triangles?
(Sides are in proportion).
Say: If the sides are in proportion, this can be used to find y.
d)
Remind learners of the tips to prove identities:
zz Change tan θ to
sini
cosi
zz Simplify where possible
zz Look for factorising opportunities.

a) sin (90º – x).cos (180º + x) + tan x.cos x.sin (x – 180º)

sin x
= cos x.(–cos x) + cos x .cos x.(–sin x)

= –cos2x – sin2 x
= –(cos2x + sin2 x)
= –1

(sin315 o .tan210 o .sin190 o)

b) LHS =
cos100 o .sin120 o
sin (360 o - 45 o) .tan (180 o + 30 o) .sin (180 o + 10 o)
=
cos (180 o - 80 o) .sin (180 o - 60 o)
-sin45 o .tan30 o . - sin10 o
=
-cos80 o .sin60 o

2 1
- . . - sin10 o
2 3
=
3
-cos 80 o .
2
2
2 3
=
3
- 2

2
= - 3 = RHS

Grade 11 MATHEMATICS Term 4 85

 Term 4, Revision - Week 2

OT 2 + RT 2 = OR 2
c) (i) (Pythagoras)
x2 + 32 = 52
x=4
3
∴ tan α = 4

(ii) sin β = sin(180º + α)

= –sin α
3
= -5
y - 3k
(iii) =
10k 5k
5y = –30 k
y = –6k
∴ x = –8k ∴ P(– 8 k;– 6 k)

d) LHS =
sini - tani.cos 2 i
cosi - 1 + sin 2 i
sini - cossini .cos 2 i
= i
cosi - (sin 2 i + cos 2 i) + sin 2 i

=
sini - sini.cosi
cosi - sin 2 i - cos 2 i + sin 2 i
sini (1 - cosi)
=
cosi - cos 2 i
sini (1 - cosi)
=
cosi (1 - cosi)
=
sini
cosi
= tan θ = RHS

a) Determine the general solution for sin(x – 30º) = cos 2x

b) Consider the functions f (x) = sin (x – 30º) and g (x) = cos 2x
(i) Write down the period of g
(ii) State the range of f
(iii) Draw the graphs for f and g for xϵ[–90º; 180º]. Clearly show all intercepts with the
axes, turning points and end points.
(iv) Write down the x-coordinates of the points of intersection of f and g in the interval
xϵ[–90º; 180º].

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 Term 4, Revision - Week 2

Teaching notes:
a)
Ask: H
 ow do we deal with equations with sine and cosine functions of different angles?
(Use co-functions to get the same trig function on each side of the equation).
b)
(i) Ask: W
 hat is meant by the term period?
(The distance required for the function to complete a full cycle).
 hat is the period of g(x)?
Ask: W
(180º)
(ii) Ask: What is meant by the term range?
(The set of all output values of a function).
(iii) Remind learners that they need to know their basic graphs well and have a good
understanding of the transformations possible.
(iv) The general solution found in a) will be used to find the points of intersection of the
functions.

a) sin (x – 30º) = cos 2x

sin (x – 30º) = sin (90º – 2x)
∴ x – 30º = 90º – 2x + k.360º or x – 30º = 180º – (90º – 2x) + k.360º
3x = 120º + k.360º –x = 120º + k.360º
x = 40º + k.120º x = –120º – k.360º
k∈Z
b)
(i) 180º
(ii) –1 ≤ y ≤ 1
(iii)
y
B(4;12)
1 f
g

180º;0,5
T x
-90º -60º -30º 0 30º 60º 90º 120º 150º 180º

α
-90º;0,7
-1

(iv) x = –80º ; x = 40º ; x = 160º

Grade 11 MATHEMATICS Term 4 87

 Term 4, Revision - Week 2

^
In ∆PQR, QR = 3 units, PR = x units, PQ = 2x units and PQR = θ
Q
θ
2x

15
P

x
R

a) Show that cos θ =

x2 + 3
4x
b) If x = 2,4 units:
(i) Calculate θ
(ii) Calculate the area of ∆PQR
c) Calculate the values of x for which the triangle exists

Teaching notes:
a)
Ask: Which rule is used when three sides of a triangle are given?
(The cosine rule).
b)
(i) Say: This is a substitution question using the information from a) which leads to solving an
equation.
(ii) Using the size of the angle found, this will be a straightforward substitution into the area
rule formula.
c)
Tell learners to consider the lengths of the sides. QR = 3; PR = 2,4; PQ = 4,8
Say: Now we need to consider the relationship between the sides in terms of x (which sides
are bigger or smaller) than others and create inequalities to solve for x.

a) x 2 = (2x) 2 + (3) 2 - 2 (2x) (3) cos i

x 2 = 4x 2 + 9 - 12x cos i
-3x 2 - 9 = -12x cos i
3x 2 + 9 = 12x cos i
3x 2 + 9
12x = cos i
3 (x 2 + 3)
12x = cos i

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 Term 4, Revision - Week 2

b)
(i)
x 2 + 3 = cos θ
4x
(2, 4) 2 + 3
= cos θ
4 (2, 4)
cos θ = 0, 9125
∴ θ = 24,15º
1 ^
(ii) Area ∆PQR = 2 (PQ)(QR) sin Q

1
= 2 (4,8)(3) sin 24,15º

= 2,95 units2

x + 2x > 3
c) and x + 3 > 2x
3x > 3 –x > –3
x>1 x<3
∴1<x<3

MEASUREMENT and EUCLIDEAN GEOMETRY

A pyramid with a square base with a side length of 16cm is sketched below.
P lies on the square base directly below A. The volume of the pyramid is 640cm3.
1
Volume of a pyramid = 3 Ah.
A

T
P

16 cm

a) Show that the perpendicular height of the pyramid, AP, is 7,5cm.

b) Hence, determine the total surface area of the pyramid.

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 Term 4, Revision - Week 2

Teaching notes:
Ask: W
 hat does ‘directly below’ tell you?
(It is the perpendicular height).
a)
Remind learners that if a question’s instruction is to ‘show that’ (or prove that) and the answer
is given in the question, they must be very careful how they answer. They may NOT use the
answer given in their solution.
Tell learners to rather imagine that the question has asked: ‘find the height’ and to use the
fact that the height is given as an opportunity to check their answer.
Ask: H
 ow will you ‘find’ the height?
(Volume is given so use the volume formula – which is given – and fill in all known
details then solve for height).
b)
Discuss the word ‘hence’ with learners. Tell learners that it means they should use the
information from the previous question to solve this question. Point out that learners could do
this question with the information given in the previous once even if they did not manage to
get that right.
Ask: How will you find surface area of the pyramid?
(Find the area of the square base and the area of the four triangles and add them
together).
Ask: H
 ow will you find the height of the triangle?
(The height of the triangle is the slant height of the pyramid which can be found using
the theorem of Pythagoras).

Solution:
1
3 Ah
a) Volume =

1
640cm3 = 3 (16cm)(16cm)h

640cm 3
1 =h
3 (16 cm) (16 cm )

` h = 7,5cm
b) Slant height:
s2 = 82 + (7,5)2
s2 = 120,25
∴s = 10,9658….
Surface area = area of base + 4 triangles

= l 2 + 4 b 2 bh l
1

= (16)2 + 2(16)(10,9658…)
= 606,91cm2

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NOTE: Because the Euclidean geometry questions from the 2017 final examination were used
in the revision lesson at the end of the lesson plans, the following questions are taken from the
2016 final examination.

a) Complete the statement so that it is TRUE: The angle subtended by an arc at the
centre of the circle is …
b) O is the centre of the circle TNSPR. PÔS = 60º and PS = NT.
T

N
R O
60º

P S

Calculate the size of:

^
(i) PRS
(ii) NŜT

Teaching notes:
a)
Point out that knowing their theory is always important and that whatever theorem is being
assessed in the theory will be required in the following part of the question.
b)
^
Ask: What is the size of PRS? (30º). Why?
Ask: W
 hat connection does the unknown angle have to any of the other angles?
^
(NŜT is subtended from a chord that is equal in length to the chord that subtends PRS

a) …equal to twice the angle subtended by the arc at the circumference.

b)
^
(i) PRS = 30º (< at centre = 2x < at circumference)
(ii) NŜT = 30º (equal chords subtend equal angles)

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 Term 4, Revision - Week 2

D, E, F, G and H are points on the circumference of a circle. Ĝ1 = x + 20º and Ĥ = 2x + 10º.

DE || FG.

E N

x + 20º
1
2 O

1
2 2r + 60º
P
S

a) Determine the size of DÊG in terms of x.

b) Calculate the size of DĤG

Teaching notes:
Ask learners if there is any information in the question that needs to be transferred onto the
diagram or anything they can fill in that they already know.
Point out the parallel lines mentioned. Remind learners that information is not given unless it
is useful. Learners will therefore be expected to use at least one of the parallel line theorems
that they learned in Grade 8. Ask learners to remind you what the parallel line theorems are.
Say: N
 ame any cyclic quads you can see.
(DFGH and EDHG).

Solution:
a) DÊG = x + 20º (alt <’s equal; DE || FG)
^
b) F = x + 20º (<’s in same segment)
2x + 10º + x + 20º = 180º (opp <’s of cyclic quad)
3x + 30º = 180º
3x = 150º
x = 50º
∴ DĤG = 2(50º) + 10º
∴ DĤG = 110º

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 Term 4, Revision - Week 2

O is the centre of the circle PTR. N is a point on chord RP such that ON⏊ PR.
RS and PS are tangents to the circle at R and P respectively.
^
RS = 15 units; TS = 9 units; RPS = 42,83º

42,83º

O
N 1

9
T
1
S

15
R

a) Calculate the size of NÔR

b) Calculate the length of the radius of the circle.

Teaching notes:
Remind learners that any information given in a geometry rider will be useful to answer any
question.
Ask: W
 hat theorems do you recognise from the information or the diagram?
(Equal tangents from common point – which leads to an isosceles triangle; tangent
perpendicular to radius).
Say: Describe a strategy to answer the questions.
a)
(Isosceles triangle, equal angles, tangent perpendicular to radius, angles of a triangle)
b)
Use a variable for the radius and values of other sides to use Pythagoras and solve for x.

a) SP = SR (tans from common point)

^ ^
∴ SRP = SP̂R = 42,83º (<’s opp equal sides)
^
ORS = 90º (tan⏊rad)
^
∴ ORN = 47,17º
∴ NÔR = 42,83º (int <’s ∆)

Grade 11 MATHEMATICS Term 4 93

 Term 4, Revision - Week 2

b) Let OR = OT = x
∴ OS = x + 9
x + 152 = (x + 9)2
2
(Pythagoras)
x2 + 225 = x2 + 18x + 81
225 – 81 = 18x
144 = 18x
8=x
∴ The radius is 8 units

^ ^
a) Use the diagram to prove the theorem which states that EFG = EDF.
D

F G

b) In the diagram below, BOC is a diameter of the circle. AP is a tangent to the circle at A and
AE = EC.
A D P
1 321
2
3 4
E1 3
2
2
3
1
C
2 1

Prove that:
(i) BA || OD
(ii) AOCD is a cyclic quadrilateral
(iii) DC is a tangent to the circle at C.

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Teaching notes:
a)
Discuss again the importance of knowing their theory and that if theory is asked, this theorem
will be required to answer any further questions.
b)
Remind learners that when required to prove something, this may NOT be used in the
solution.
(i) Ask: If lines ARE parallel, which angles have a relationship?
(Alternate angles are equal; corresponding angles are equal and co-interior angles
are supplementary).
Say: Then this is what we need to find to prove that the lines are parallel but using OTHER
theorems.
(ii) Ask: What are the three ways that we can prove that a quadrilateral is cyclic?
(One pair of opposite angles are supplementary; exterior angle is equal to opposite
interior angle; equal angles from same line segment – the converse of equal angles
in the same segment).
Ask learners to look at the diagram now and find one of these possibilities.
(iii) Ask: What needs to be true for DC to be a tangent to the circle? (Ĉ2 would need to be
^
equal to B OR DC would need to be perpendicular to OC).
Ask learners to look at the diagram now and find one of these possibilities.

a) Construct diameter FOA and join AE.

A
D
2
1 E

1
2
F G

^ ^ ^ ^ ^ ^ ^ ^
AFE = F1 and EFG = F2 ; FDE = D1 and ADE = D2
^ ^
D1 + D2 = 90º (< in semi-circle)
^ ^
F1 + F2 = 90º (rad ⏊ tan)
^ ^ ^ ^
∴ D1 + D2 = F1 + F2
^ ^
but F1 = D2 (<’s in same segment)
^ ^
∴ F2 = D1
^
∴ EFG = EDF

Grade 11 MATHEMATICS Term 4 95

 Term 4, Revision - Week 2

b)
(i) BÂC = 90º (< in semi-circle)
Ê1 = 90º (line from centre to midpoint chord)
∴ BA || OD (co-int <’s supplementary)
^
(ii) Â1 = B (tan chord theorem)
^
Ô1 = B (BA || OD; corres <’s equal)
∴ Â1 = Ô1
∴ AOCD is a cyclic quadrilateral (converse <’s in same segment)
(ii) OĈD = 90º (opp <’s cyclic quad)
∴ CD is a tangent (converse tan⏊rad)

8. When the past paper has been completed ask learners if they have any questions.

9. Say: Next week you will be working through your own past papers.

96 Grade 11 MATHEMATICS Term 4

 Term4,4,REVISION
TERM Revision - Week
- WEEK 3 3

TERM 4

REVISION - WEEK 3

POLICY AND OUTCOMES A

CAPS Page Number 39

Lesson Objectives
By the end of the lesson, learners will have:
zz completed a Paper 1 past paper
zz completed a Paper 2 past paper
zz made ‘cheat sheets’ covering all topics.

CLASSROOM MANAGEMENT B
1. Make sure that you are ready and prepared.

2. Advance preparation:
• work through the past examination papers that the learners will be doing on their own.
This is essential to assist them quickly and smoothly when learners need help.
• work through the instructions to learners on how to make a cheat sheet to assist them in
their studying.

3. The examinations are both available in the Resource Pack (RESOURCES 11-14) for
photocopying if possible.

CONCEPTUAL DEVELOPMENT C

INTRODUCTION

1. Learners have now done revision with your help. It is time for them to try past papers on
their own.

2. As learners work through the past papers they should make ‘cheat sheets’. Explain how to
go about this before they start on the past papers.

Grade 11 MATHEMATICS Term 4 97

 Term 4, Revision - Week 3

DIRECT INSTRUCTION

1. Start the lesson by saying: Now that we have spent two weeks doing revision together, it
is time for you to work on your own. I will be available to assist you but mostly you need to
work alone.

2. Tell learners that while they are working through the papers, they should make cheat sheets.
Make it clear that cheat sheets are a study aid and not notes that can be used for cheating!

3. Go through the following instructions with learners.

A cheat sheet is a document (generally only one-page front and back) that contains all the
key information that is likely to be in an assessment. Even though you can’t use the cheat
sheet in the examination, the preparation of a cheat sheet is a great way to prepare for the
exam.
Guidelines for preparing a cheat sheet:
1. Develop the cheat sheet gradually by adding new items as you work through past papers.
2. Write out the cheat sheet by hand. You can get more on the document that way. At the end
of each past paper, re-do the cheat sheets for each topic and put them in a safe place with
your summary notes as well as any other study notes. .
3. Include the following items on your cheat sheet.
• Formulas
• Example problems worked out
• Steps used in the problem listed in order
• Reminders of things to look out for in doing a problem
• Rules used to solve problems
• Definitions
• Types of problems that you know will be in an examination.
4. If you recall problems you struggled with in the past, be sure to include information on
these.
5. Use your past papers as a guideline to prepare your cheat sheets. Past papers are all set
along the same lines. This is your 2nd past paper for each exam (Paper 1 and Paper 2), so
you should start noticing what is often assessed.
6. While you are working through the past paper, refer to your exercise book, text book and
summary notes for cheat sheet information.
7. Find a method to compartmentalise items. For example, highlight what you need to
memorise in one colour and tips in another colour. Use bullet points and different-sized
headings. Find a layout that suits your study method.
8. Choose whether your cheat sheet is a summarised list (like the summary notes you have
already received) or a mind map.

98 Grade 11 MATHEMATICS Term 4

 Term 4, Revision - Week 3

9. Review your cheat sheet and summary notes for at least one hour every day for a week
before the exam. This continual review will help you remember the concepts.
10. Use your cheat sheet as the primary study resource for the final. If you have kept these
up-to-date, you should be able to reduce your preparation time for finals.

4. Hand out both the past papers (Paper 1 and Paper 2 – Resources 11 and 13).
Allow learners to choose where they start. Point out, however, that by the end of the seven
or eight days they must have completed both papers as well as their cheat sheets. You will
need a few days for the past papers to be marked and corrected.

5. If photocopying is readily available, you can photocopy a few memoranda (Resources 12

and 14). With two or three days to go allow learners to sit in groups to mark and discuss the
solutions. If photocopying is not an option, the learners could be given the link (providing
some of them have data) and marking could still take place in groups.

6. If it is not possible to photocopy or to use the electronic version, you can call out the final
answers of each question then ask learners which they would like you to do in full with them.

7. Verbalising problems and sharing their own knowledge with others can be a very effective
learning tool.

8. The correcting of the papers is an essential part of the exercise. There is little value in doing
questions and not knowing whether they have been done correctly. When marking, tell
learners that they must do the full corrections for any question that was incorrect.

9. Learners should add notes to their cheat sheets relating to any mistakes they made.

10. We wish you and your learners well.

Grade 11 MATHEMATICS Term 4 99