GR 11 Term 3 2019 Maths Lesson Plan

‘A teacher affects eternity; he can never
tell where his influence stops.’
– Henry Adams
MATHEMATICS
LESSON PLAN
GRADE 11 TERM 3
FET_Maths_Term3_Gr11.indb 1 2018/06/11 3:07:04 PM

A 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
Development 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
Universalisation 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: Measurement 1
Topic 1, Lesson 1: Revision of Grade 10 Work 5
Topic 2: Euclidean Geometry 17
Topic 2, Lesson 1: Revision of Grade 8–10 Geometry 21
Topic 2, Lesson 2: Line/Perpendicular from Centre 30
Topic 2, Lesson 3: Angle at Centre and Angle in a Semi-circle 40
Topic 2, Lesson 4: Angles in Same Segment 50
Topic 2, Lesson 5: Cyclic Quadrilateral 60
Topic 2, Lesson 6: Tangents 69
Topic 2, Lesson 6: Combination of All Theorems and Consolidation 80
Topic 3: TRIGONOMETRY 88
Topic 3, Lesson 1: Revision of Right-Angled Trigonometry 92
Topic 3, Lesson 2: The Sine Rule 98
Topic 3, Lesson 3: The Cosine Rule 104
Topic 3, Lesson 4: The Area Rule 112
Topic 3, Lesson 5: Proofs of the 3 Rules and the Ambiguous Case of the Sine Rule 116
Topic 3, Lesson 6: 2 Dimensional Questions Involving All 3 Rules 122
Topic 3, Lesson 7: Revision and Consolidation 129
Topic 4: Finance, Growth and Decay 131
Topic 4, Lesson 1: Revision 135
Topic 4, Lesson 2: Depreciation 141
Topic 4, Lesson 3: Different Periods of Compound Growth and Decay 146
Topic 4, Lesson 4: Nominal and Effective Interest Rates 157
Topic 4, Lesson 5: Revision and consolidation 162
Topic 5: PROBABILITY 168
Topic 5, Lesson 1: Revision of Previous Work 172
Topic 5, Lesson 2: Tree Diagrams 179
Topic 5, Lesson 3: VENN DIAGRAMS 190
Topic 5, Lesson 4: Contingency Tables 199
Topic 5, Lesson 5: Dependent and Independent Events 204
Topic 5, Lesson 6: Revision and Consolidation 210
iii

MATHEMATICS GRADE 11, TERM 3
PROGRAMME ORIENTATION
Welcome!
The NECT FET Mathematics Learning Programme is designed to support teachers by

providing:
zz Lesson Plans
zz Trackers
zz Resource Packs
zz Assessments and Memoranda
zz Posters.
This Mathematics Learning Programme takes care of 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. Ensure that you put 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 1 1 MATHEMATICS Term 3

TERM 3 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

Topic No. of Topic No. of Topic No. of
weeks weeks weeks
Analytical 2 Measurement 1 Euclidean 2
Geometry Geometry
Finance and 2 Euclidean 3 Statistics 2
Growth Geometry
Statistics 2 Trigonometry 2 Counting and 2
probability
Trigonometry 1.5 Finance, growth 2
and decay
Euclidean 1 Probability 2
Geometry
Measurement 1.5
2. Term 3 lesson plans and assessments are provided for ten weeks for Grades 10 and 11.
3. Term 3 lesson plans and assessments are provided for six 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.
Grade 1 1 MATHEMATICS Term 3 v

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 1,5
2. Gradient and average gradient 1
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
mastered?
• Looking forward, what further conceptual understanding must you develop in

learners, 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. This
Lesson Plan aims 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 3.
Grade Assessment requirements for Term 3 (as prescribed in CAPS)

10 Two tests
11 Two tests
12 One test and one preliminary examination
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.
vi Grade 1 1 MATHEMATICS Term 3

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:
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
chalkboard, 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 online 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
Grade 1 1 MATHEMATICS Term 3 vii

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 will often be 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 demonstrate the working process to learners.
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 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
a 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.
TRACKER
1. A Tracker is provided for each grade for each term. The Trackers relate directly to the
Lesson Plans, and 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.
viii Grade 1 1 MATHEMATICS Term 3

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 3.
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.
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 3, the Resource Pack contains two tests and
memoranda for Grade 10, and contains two tests and memoranda for Grade 11. One test, with
memorandum, is provided for Grade 12. If your learners write a common test, you could use the
test provided for revision.
Grade 1 1 MATHEMATICS Term 3 ix

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 structures and routines in your classroom, develop deeper
conceptual understanding in your learners, and increase curriculum coverage.
x Grade 1 1 MATHEMATICS Term 3

Topic
TOPIC1:1: Measurement
MEASUREMENT
Term 3, Topic 1: Measurement
TOPIC OVERVIEW
TOPIC OVERVIEW A
zz This topic is the first of five topics in Term 3.
zz This topic runs for 1 weeks (4,5 hours).
zz It is presented over one lesson of one hours – the rest of the time will be used to practise
questions on the Grade 10 work.
zz Euclidean Geometry and Measurement counts 33% of the final Paper 2 examination.
zz Although measurement does not form a large part of the final assessment, do not allow
learners to deem it unimportant. An understanding of both surface area and volume is
essential in our daily lives.
Breakdown of topic into 1 lesson:
Lesson title Suggested time (hours)

1 Revision of concepts 4,5
Grade 1 1 MATHEMATICS Term 3 1

Topic 1: Measurement
B SEQUENTIAL TABLE
GRADE 10 and Senior

GRADE 11 GRADE 12
phase
LOOKING BACK CURRENT LOOKING FORWARD
zz Revise the volume and zz Revise all Grade 10 work. Measurement is not a stand-
surface areas of right- alone topic in Grade 12. The
prisms and cylinders. skills acquired up to and
zz Study the effect on including Grade 10 & 11 will
volume and surface area be used to solve problems
when multiplying any involving volume and
dimension by a constant
surface area of solids. These
factor k.
problems are often linked to
zz Calculate the volume and
Trigonometry.
surface areas of spheres,
right pyramids and cones
C WHAT THE NSC DIAGNOSTIC REPORTS TELL US

According to NSC Diagnostic Reports there are few issues pertaining directly to Measurement
as it is incorporated into other areas in Grade 12.
While revising Measurement, give learners the opportunity to use manipulatives, particularly if
they are struggling to understand the concepts. The use of manipulatives can assist learners in
development of the required concepts and the development of an understanding of the formulae
used.
D ASSESSMENT OF THE TOPIC

zz CAPS formal assessment requirements for Term 3:
• Two tests.
zz Two tests, with memoranda, are provided in the Resource pack. The tests are 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 diagrams of 3-dimensional objects related to a word
problem and learners need to find surface area and/or volume of the solids.
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.
2 Grade 1 1 MATHEMATICS Term 3

MATHEMATICAL VOCABULARY E
Be sure to teach the following vocabulary at the appropriate place in the topic:
Term Explanation
2D 2-dimensional
3D 3-dimensional
polygon A 2D shape in which all the sides are made up of line segments. A
polygon is given a name depending on the number of sides it has.
For example: A 5-sided polygon is called a pentagon
solid An object that occupies space (3-dimensional)
prism A solid object with two identical ends and flat sides
The shape of the ends gives the prism a name, example ‘triangular
prism’
zz The cross section is the same all along its length
zz The sides are parallelograms
right prism A right prism is a geometric solid that has a polygon as its base and
vertical sides perpendicular to the base. The base and top surface are
the same shape and size. It is called a “right” prism because the angles
between the base and sides are right angles
face A flat surface of a 3D object
cube 3D object (solid) with six equal square faces
rectangular 3D object (solid) with six rectangular faces

prism
triangular prism 3D object (solid) with two equal triangular faces (one is the base) and
three rectangular faces
cylinder 3D object (solid) with two equal circular faces (one is the base) and one
rectangle (curved)
sphere Round solid figure, with every point on its surface equidistant from its
centre
cone 3D object (solid) which tapers from a circular base to a point
pyramid 3D object (solid) with a square or triangular base and sloping sides
formed by triangles that meet in a point at the top
net A 2D shape that, when folded, forms a 3D object

surface area Area taken up by the net of a 3D object. The sum of the area of all the
faces
volume The space taken up by a 3D object. To find volume, the area of the base
is multiplied by the perpendicular height. This only works for right prisms
capacity The amount a 3D shape can hold. It is directly linked to volume
frustum The portion of a cone or pyramid which remains after its upper part
has been cut off by a plane parallel to its base, or which is intercepted
between two such planes
hemisphere Half a sphere

TopicTOPIC
1, LESSON
1, LESSON1: 1:Revision
REVISION OFofGRADE
Grade 10 Work
10 WORK
TERM 3, Topic 1, Lesson 1
REVISION OF GRADE 10 WORK

Suggested lesson duration: 4,5 hours
POLICY AND OUTCOMES A

CAPS Page Number 34
Lesson Objectives
By the end of the lesson, learners will have revised:
zz Volume and surface area of 3D objects, including the cube, rectangular prism, triangular
prism, cylinder, cone, sphere and pyramid.
CLASSROOM MANAGEMENT B
1. Make sure that you are ready and prepared.
2. Advance preparation: Work through the lesson plan and exercises.
3. You will need Resources 1 and 2 from the Resource Pack.
4. Write the lesson heading on the board before learners arrive.
5. Write work on the chalkboard before the learners arrive. For this lesson draw the seven
3D objects. Do not label the 3D objects.
6. 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 plans and decide where you will get learners to do the exercises. Indicate this on
your lesson plans.

Topic 1, LESSON 1: Revision of Grade 10 Work
C LEARNER PRACTICE
MIND ACTION PLATINUM VIA AFRIKA CLEVER EVERYTHING

SERIES MATHS
(SIYAVULA)
EX PG EX PG EX PG EX PG EX PG
Rev 205 1 182 Qu’s 195 8.1 260 7.1 310

2 183 1 197 8.2 264 7.2 314
Rev 185 Qu’s 200 8.3 266 7.3 317
8.4 269 7.4 321
Rev 270 7.5 325
7.6 327
D CONCEPTUAL DEVELOPMENT
INTRODUCTION
1. By Grade 11, learners should have a good understanding of surface area and volume.
These concepts have been covered since the Senior Phase.
2. Only a small part of this lesson will be to revise the four basic 3D objects covered since
Grade 8 and Grade 9. This will take the form of a short discussion and summary of the
formulae. Most of the lesson will be devoted to revising the three new 3D objects introduced
in Grade 10. If you feel that your learners need to spend more time working with the basic
3D objects, adjust the lesson accordingly.
3. Plan the time given with care and according to your learners’ ability. You may want to do
one or two examples with them first, and then give them the opportunity to practice on
their own before doing another example. You should use your textbook as a guide. Some
textbooks only have one or two exercises whereas others have more. It is always useful for
you, as teacher, to have more than one textbook so that you can supplement activities in the
learners’ textbook with activities from other textbooks where necessary.
4. Whenever learners are working on their own, make an effort to assist them by asking
directed questions, rather than just giving them the solution.

DIRECT INSTRUCTION
1. Start the lesson by asking learners what the difference is between surface area and volume.
Surface area: The area taken up by the net of a 3D object. The sum of the area of all the
faces.
Volume: The space taken up by a 3D object.
2. Point to the four 3D objects and ask learners to name them. As they do so, label them on
the board.
(cube, rectangular prism, triangular prism and cylinder).
3. Draw a table like the one below (the sketches are not required as you have them on the
board) and complete it with learners. Ask learners for the formulae to populate the table.
Remind learners that it is not always a good idea to learn the formulae for surface area as
the formulae assume a closed shape. In Grade 11 the shapes asked will almost always be
complex shapes (at least 2 shapes combined).
Remind learners that the volume formula for right prisms and the right cylinder is always
‘Area of base multiplied by perpendicular height’.
Shape Surface Area Volume

Cube 6l2 l # l # l = l3
Rectangular prism 2lb + 2bh + 2lh l#b#h
l
b

Triangular prism Sum of the areas of the 2 1

( 2 b # h) # H
triangles and 3 rectangles.
Note: The first ‘h’ represents the
height of the triangle which is
required to find the area of the
base. The 2nd ‘H’ represents the
h height of the prism.
H
b
Cylinder 2rr2 + 2rrh rr 2 # h
4. Point out the other three sketches on the chalkboard. Ask if anyone can tell you the names
of the 3D objects. Fill them in as they are given (cone, sphere, and pyramid).
5. Tell learners that the formulae will always be given when questioned on one of these
shapes.
6. Give learners a summary of the formulae. Learners should copy the summary in their
exercise books for reference purposes.
Shape Surface Area Volume

Cone
1 2#
rrs + rr2 3 rr h
(the slant height is

s sometimes named l)
h

Sphere
4 3
4r r 2 3 rr
Pyramid 1
3 (area of base) h
#
Sum of the areas of:
(Remember that the base
zz the base
base could be any polygon but a
area and
h square, rectangle or triangle
zz the triangles*
are generally used).
* the number of triangles depends
on the type of base
7. Ask learners if they have any questions before moving on to doing some examples with
them that they can expect to get at this level.
8. As you do each of the following examples from past papers, use questioning to get as much
input from learners as possible. Ask learners questions and encourage discussion. Stop
after each example down in their exercise books.
Note: These questions are provided in the Resource Pack for those who have access to
photocopying facilities.

Example 1 Teaching notes:

A pyramid with a square base with a side Ask learners: ‘What does ‘directly below’ tell
length of 16cm is sketched below. P lies you?’ (it is the perpendicular height)
on the square base directly below A. The
volume of the pyramid is 640cm3.
1
Volume of a pyramid =
3 Ah .
A
r
P
16 cm
a) Show that the perpendicular height of the Remind learners that if a question’s
pyramid, AP, is 7,5cm. instruction is ‘show that’ (or prove that)
and the answer is given in the question,
the learners must be very careful how they
answer. The learners may NOT use the
answer given in their solution.
Tell the learners to rather imagine that the
question has asked, ‘find the height’ and
use the fact that the height is given as an
opportunity to check their answer.
Ask learners: How 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) Hence, determine the total surface area of Discuss the word ‘hence’ with learners. Tell
the pyramid. them that ‘hence’ means they should use
NSC NOV 2017 the information from the previous question to
solve this question. Point out that they could
do this question using the information given
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 4 triangles and add them
together).
Ask: How 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:
a) Volume =
1
3 Ah
1
640cm 3 = 3 (16cm) (16cm) h
640cm 3
1^ =h
3 16cm h^16cmh
` h = 7, 5cm
b) Slant height:
s2 = 82 + (7, 5) 2
s2 = 120, 25
` s = 10, 9658….
Surface area = area of base + 4 triangles
1
= l2 + 4 a 2 bh k
= ^16h2 + 2^16h^10, 9658…h
= 606, 91cm2


A solid metallic hemisphere has a radius Ask: What is a hemisphere?
of 3cm. It is made of metal A. To reduce (Half a sphere).
its weight, a conical hole is drilled into the Ask: How will we find the ratio of the metals?
hemisphere (as shown in the diagram) and (Find the volume of the hemisphere and the
it is completely filled with a lighter metal B. volume of the cone then subtract the cone
The conical hole has a radius of 1,5cm and a from the hemisphere).
8
depth of cm. Ask: Is all the information required for the
9
formula available?
(Yes – the radius of the sphere is given, and
the radius and height of the cone is given).
Point out to learners that r is part of both
formulae and is therefore part of the answer
4
Volume of a sphere = rr 3 to both volumes. As we need to find the ratio
3
1 of the two, it will be easier if we leave the
Volume of a cone = rr2 h
3 answers in r form as they will simplify in the
Calculate the ratio of the volume of metal A to division process of finding the ratio.
the volume of metal B.
EXEMPLAR 2013
Solution:
Volume of the hemisphere: Volume of the cone:
1 4 1 2
V = 2 a 3 rr 3 k V= 3 rr h
2 1 2 8
V = 3 r (3cm) 3 V = 3 r (1, 5cm) a 9 k
V = 18rcm3 2
V= 3 rcm
3
V of metal A 18rcm3
` = 2 = 26
V of metal B r cm 3
3
Ñ the ratio is 26:1


A cylindrical aerosol can has a lid in the
shape of a hemisphere that fits exactly on
the top of the can. The height of the can is
16cm and the radius of the base of the can is
2,9cm.
4 3
Volume of a sphere =
3 rr
Surface area of a sphere = 4rr2
16
2.9
Figure 1 Figure 2
a) Calculate the surface area of the can with Ask: What should you always be careful of in
the lid in place, as shown in FIGURE 1. a surface area question?
(Is the 3D object a closed one or not – there
may be a face missing)
Ask: Is there is an issue in this case?
(Yes- the top circle of the cylinder will not be
included because it is part of the inside of the
can).
Ask: What is the surface area of the can is
made up of?
(The base circle, the circular part of the
cylinder and the hemisphere).
b) If the lid is 80% filled with a liquid, as Ask: What can you tell me about the
shown in FIGURE 2, calculate the volume relationship between capacity and volume?
of the liquid in the lid. (Capacity is directly linked to volume).
NSC NOV 2015 Point out, however, that the question is still
about volume, so they will not need to know
the conversions from volume to capacity.

Solution:
a) Surface area 1
= rr2 + 2rrh + 2 (4rr2)
= r (2, 9) + 2r (2, 9) (16) + 2r (2, 9)
2 2
= 370, 8cm2
b) Volume of the lid = 1 a 4 rr 3 k
2 3
2
= 3 r (2, 9) 3
= 57, 08cm3
80% of 57, 08cm3 = 40, 86cm 3

The diagram below shows a water tank
which is made up of a cylinder and a cone
having equal radii. The height of the tank
is 1,8m and the radius is 0,5m. The angle
between the perpendicular height, AB, and
the slant height, AC, of the conical section is
35,5°.
1 2
Volume of a cone =
3 rr h
Total surface area of cone = rr2 + rrs
Volume of cylinder = rr2 h
Total surface area of cylinder = 2rr2 + 2rrh
A
35.5°
1.8 m B 0.5 m
C
a) Calculate the perpendicular height, AB, of Ask: What other topic of mathematics will
the cone. need to be used to find the perpendicular
height AB?
(Trigonometry – it is an unknown side in a
right-angled triangle where a side and an
angle are given).
Ask: Which trig ratio will be used? (According
to the angle named, we have the opposite
side and the adjacent side is required,
therefore, tan will be used).

b) When the tank is full, an electric pump Point out that capacity is a key point again
switches on, and pumps the water from (as in the last example).
the tank into an irrigation system at a rate Ask: What is capacity linked to?
of 0, 52m /h . The pump automatically
3
(Volume).
1
switches off when the tank is 4 full. The volume of the 3D object needs to be
Calculate how long, in hours, the pump found.
feeds water into the irrigation system. Ask: Do you have all the information for the
NSC NOV 2016 variables required?
(Yes – we have radius and height of the
cylinder – they were given. We also have
radius and height of the cone – the height
was just found).
Ask: What is the height of the cylinder part?
(1,8m minus the height of the cone which is
the answer to a).
Ask: What fraction of the tank is being
pumped out ?
a 34 k .
3
We will need to find 4 of the volume.
Once this has been found it can be used
along with the rate given to find the number
of hours taken.
Solution:
0, 5
a) tan 35, 5 o = AB
AB tan 35, 5 o = 0, 5
0, 5
AB = tan 35, 5 o
` AB = 0, 7m
b) Volume of tank:
1
V = 3 rr 2 h + rr 2 h
1
V = 3 r^0, 5h2 (0, 7) + r (0, 5) 2 (1, 1)
V = 1, 04m 3
Volume of water being pumped out:

3^
4 1, 04m h = 0, 78m
3 3
Time taken by the pump:

0, 78m3
= 1, 5
0, 52m3
The time taken is 1,5 hours

9. Ask directed questions so that you can ascertain learners’ level of understanding. Ask
learners if they have any questions.
10. Give learners an exercise to complete with a partner.
11. Walk around the classroom as learners do the exercise. Support learners where necessary.
E 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=V5xp1i3A2w8
(Surface area of a composite shape)
https://www.youtube.com/watch?v=bolTauMy4B4
(Volume of a composite shape)
https://www.youtube.com/watch?v=jklxFO0MFw8
(Volume and surface area of a composite shape)
https://www.youtube.com/watch?v=5tPMvXYPzHc
(Frustum of a cone) Note: A frustum is not mentioned in CAPS but as it is a 3D object derived
from 3D objects that are mentioned it could come up in a question. More importantly though is
that learners are introduced to a new concept which will enrich their learning.
https://www.youtube.com/watch?v=bN9jHdWJzaI
(Pyramid frustum)

TOPIC 2: 2:EUCLIDEAN
Topic GEOMETRY
Euclidean Geometry
Term 3, Topic 2: Euclidean Geometry
TOPIC OVERVIEW
TOPIC OVERVIEW A
zz This topic is the second of five topics in Term 3.
zz This topic runs for three weeks (13,5 hours).
zz It is presented over seven 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 Euclidean Geometry and Measurement counts 33% of the final Paper 2 examination.
zz The following link to a ‘Guide to Circle Geometry’ is worth a read before teaching the section
http://learn.mindset.co.za/sites/default/files/resourcelib/emshare-topic-overview-asset/
maths-11-3-guide-circle-geometry.pdf
zz There are seven proofs required for examination purposes. When this is the case, the proof
is covered at the end of the lesson concerned. This gives learners the opportunity to work
with the theorem first and gain a better understanding of it before doing the proof.
zz These lesson plans do not incorporate the proofs that are not required for examination
purposes. This does not mean you should not do the proofs of these theorems with learners
– an understanding of the proof can assist learners in making more sense of a theorem.
Breakdown of topic into 7 lessons:
Lesson title Suggested Lesson title Suggested

time (hours) time (hours)
1 Revision of Gr 8 -10 1,5 5 Cyclic Quadrilaterals 2,5
2 Line/perpendicular from 1,5 6 Tangents 3
centre
3 Angle at centre & Angle 7 Combination of
in a semi-circle 1,5 all theorems and 2,5
consolidation
4 Angles in same 1
segment

Topic 2: Euclidean Geometry
B SEQUENTIAL TABLE
GRADE 10 and Senior phase GRADE 11 GRADE 12

zz Classifying of 2D shapes Circle Geometry: zz Proportionality theorems
zz Geometry of straight lines zz Line drawn from centre of zz Similar triangles
zz Geometry of 2D shapes circle and converse zz Theorem of Pythagoras
zz Theorem of Pythagoras zz Angle subtended by an (proof).
zz Similarity and arc at the centre of a
Congruency circle
zz Investigate line segments zz Angle in a semi-circle
joining the mid-points of zz Angles subtended by a
two sides of a triangle chord of the circle
zz Properties of zz Opposite angles of a
quadrilaterals. cyclic quadrilateral
zz Exterior angle of a cyclic
quadrilateral
zz Two tangents drawn to a
circle from the same point
zz Tangent perpendicular to
radius
zz The angle between the
tangent to a circle and a
chord.

According to NSC Diagnostic Reports there are several issues pertaining to Euclidean Geom-
etry.
These include:
zz giving incorrect or incomplete reasons

zz naming angles incorrectly
zz making many irrelevant statements
zz not being able to identify cyclic quadrilaterals.
It is important that you keep these issues in mind when teaching this section.
Remind learners that the Euclidean Geometry section requires logical reasoning. There is no
short-cut to mastering the skills to answering questions in Euclidean Geometry – it requires
continuous and deliberate practice.

ASSESSMENT OF THE TOPIC D

• Two tests
zz Two tests, with memoranda, are provided in the Resource Pack. The tests are aligned to
zz The questions usually take the form of given information and diagrams related to one or
more of the theorems learned. Proofs of some theorems are also required.
Term Explanation
Euclidean Geometry based on the hypotheses of Euclid. Euclidean geometry

Geometry deals with space and shape using a system of logical deductions
theorem A statement that has been proved based on previously established
statements
converse A statement formed by interchanging what is given in a theorem and
what is to be proved
rider A problem of more than usual difficulty added to another on an
examination paper
radius Straight line from the centre to the circumference of a circle or sphere.
It is half of the circle’s diameter
diameter Straight line going through the centre of a circle connecting two points
on the circumference
chord Line segment connecting two points on a curve. When the chord
passes through the centre of a circle it is called the diameter
circumference The distance around the edge of a circle (or any curved shape).
It is a type of perimeter
segment The area bound by a chord and an arc
arc Part of the circumference of a circle
sector The area bound by two radii and an arc

tangent Line that intersects with a circle at only one point (the point of
tangency)
Point of tangency The point of intersection between a circle and its tangent line
exterior angle The angle between any side of a shape, and a line extended from the
next side
subtend The angle made by a line or arc
Theorem of In any right-angled triangle, the square on the hypotenuse is equal to

Pythagoras the sum of the squares on the other two sides
hypotenuse The longest side in a right-angled triangle. It is opposite the right
angle
complementary Angles that add up to 90°
angles
supplementary Angles that add up to 180°
angles
vertically opposite Non-adjacent opposite angles formed by intersecting lines
angles
intersecting lines Lines that cross each other
perpendicular lines Lines that intersect each other at a right angle
corresponding Angles that sit in the same position on each of the parallel lines in the
angles position where the transversal crosses each line
alternate angles Angles that lie on different parallel lines and on opposite sides of the
transversal
co-interior angles Angles that lie on different parallel lines and on the same side of the
transversal
polygon A closed 2D shape in which all the sides are made up of line
segments. A polygon is given a name depending on the number of
sides it has. A circle is not a polygon as although it is a closed 2D
shape it is not made up of line segments
quadrilateral A 4-sided closed shape (polygon)
cyclic quadrilateral A quadrilateral whose vertices all lie on a single circle. This circle is
called the circumcircle or circumscribed circle, and the vertices are
said to be concyclic
diagonal A straight line joining two opposite vertices (corners) of a straight
sided shape. It goes from one corner to another but is not an edge
corollary Theorem that follows on from another theorem

Topic TOPIC
2, LESSON 1: Revision
2, LESSON ofGRADE
1: REVISION OF Grade8–108–10 Geometry
GEOMETRY
Term 3, Topic 2, Lesson 1
REVISION OF GRADE 8 – 10 GEOMETRY


CAPS Page Number 34-36
Lesson Objectives
zz geometry concepts from previous years.
4. Write work on the chalkboard before the learners arrive. For this lesson have a table ready
to complete the Grade 8 theorems as they are discussed as well as four pairs (space
permitting) of triangles ready to discuss similarity and congruency.
5. If there isn’t a revision exercise in the textbook that you use, either use the revision exercise
at the end of a Grade 9 and 10 textbook or items from a Grade 9 or 10 Geometry test.
(Only Via Afrika has a revision exercise).

Topic 2, LESSON 1: Revision of Grade 8–10 Geometry
C CONCEPTUAL DEVELOPMENT
INTRODUCTION
1. It is important that learners have a good understanding of all the Geometry from previous
years. Each theorem that has already been learned will be used often during both Grade 11
and Grade 12 Geometry.
2. Grade 10 Geometry has been included in this lesson (points 26-31), but it may be difficult
to work through all of this due to time constraints. Although Grade 10 Geometry is useful in
many areas, it does not appear as often as other Geometry in Circle Geometry questions.
Use your discretion according to the time available and according to your learners needs.
3. By the end of the lesson, learners should have a detailed summary of the basics of
geometry required to manage the Grade 11 work.
DIRECT INSTRUCTION
1. Ask learners what theorems they can remember from Grade 8. Remind them that they
learned 10 theorems in Grade 8.
2. Write theorem names on the board as they are given to you.
3. If learners need more clues, tell them that there are nine theorems that are related to finding
sizes of angles and one related to finding the lengths of sides.
4. The nine theorems related to finding angles are further split into three regions with three
theorems in each.
5. Once learners have told you the theorems they can remember, write this summary on the
board and ask learners to write in their exercise books.
zz Vertically opposite angles are equal

Lines zz Adjacent angles on a straight line add up to 180°
zz Angles around a point add up to 60°
zz Angles of a triangle add up to 180°
zz The exterior angle of a triangle is equal to the sum of the
Triangles opposite interior angles
ANGLES
zz In an isosceles triangle, the angles subtended by the two
equal sides are equal
If two parallel lines are cut by a transversal:
zz the alternate angles are equal
Parallel lines
zz the corresponding angles are equal
zz the co-interior angles add up to 180°
The theorem of Pythagoras states that in any right-angled triangle, the square
SIDES
on the hypotenuse is equal to the sum of the squares on the other two sides

6. It is useful to learn about ‘groups’ of theorems. For example, if parallel lines are indicated in
a question, learners need to go through the three theorems they know pertaining to parallel
lines as at least one of them will be used.
7. Ask directed questions that will enable you to ascertain whether any of the Grade 8
theorems need further reinforcement or explanation.
8. Ask: What do the words congruent and similar mean? Praise learners who attempt to
answer, particularly if their description or definition is accurate.
Learners should write the following definitions in their books:
Congruent – For two shapes to be congruent, they must have equal sides and equal angles.
Similar – For two shapes to be similar, they must have corresponding sides in proportion
and their corresponding angles must be equal.
9. Ask: What are the symbols for similarity and congruency?

(Similarity (///) and congruency ( / ))
10. Tell learners: If you have difficulty remembering these, the congruent sign is like the equal
sign ( = ) and congruent means ‘exactly equal’.
11. Remind learners that in this section, the focus is on triangles.
12. When dealing with similar triangles, learners should be able to write up the proportion
statements from the statement regarding the triangles being similar.
PQ QR PR
Example: If TPQR /// TTRS then TR =
RS = TS
13. Point out that being able to change a similarity statement into a proportion statement is
important in Grade 12 Geometry.
14. Tell learners: To prove two triangles similar one of two things need to be done:
• Prove three equal angles
• Prove that the sides are in proportion.
15. Ask learners again if they have any questions before discussing congruency.
16. Remind learners that congruent triangles are exactly the same size. This means that all six
possible measurements (three sides and three angles) are exactly the same.
17. Remind learners, that we don’t need to find all six measurements equal to prove
congruency. In fact, we need only three (but a specific three); because if we find a particular
set of three equal measurements, the other three will fall into place and the triangles will be
congruent.

18. Ask: What are the four conditions of congruency?

On the board, write the abbreviations of any of the conditions for congruency that learners
remember. Prompt learners for any conditions for congruency they may have forgotten
(SSS, SAS, AAS, RHS).
19. Explain each condition for congruency in detail. Learners must take notes and re-do the
diagrams in their books as you describe as follows:
a) SSS – side, side, side
If three sides of one triangle are equal in length to three sides of another triangle then
the two triangles are congruent.
A D
B E
C F
TABC / TDEF
Discuss the congruency statement you have just written Point out to learners how
important the order is. When written in the above format, the following conclusions can
be drawn:
• t =D
A t • AB = DE
• Bt = Et • BC = EF
• Ct = Ft • AC = DF
b) SAS – side, angle, side
If two sides and the included angle are equal in length or size to two sides and the
included angle of another triangle then the two triangles are congruent.
A D
C F
B E
TABC / TDEF

c) AAS – angle, angle, side
If two angles and a side in one triangle are equal in length or size to two angles and the
corresponding side in another triangle then the two triangles are congruent.
A D
B C E F
TABC / TDEF
d) RHS – right, hypotenuse, side
If one side and the hypotenuse in a right-angled triangle are the same length as a side
and the hypotenuse in another right-angled triangle then the two triangles are congruent.
A D
B C E F
TABC / TDEF
20. Two of these conditions need further explanation as they have extra conditions that need
considering before concluding that two triangles may be congruent.
SAS-side, angle, side

If two triangles have two sides of equal length and one angle of the same size they may
be congruent. However, the following needs to be checked as well:
Is the angle included?
Does the angle that is marked equal lie between the two sides marked equal?
• The following triangles are not congruent:
A E
F
C
B D
• For these triangles to be congruent, angle E needs to be equal in size to angle B, as

these are the two angles that lie between the two sides marked equal (the angle is
included).

e) AAS-angle, angle, side

If two triangles have two angles equal in size and one side the same length they may be
congruent. Check the following:
Is the side corresponding in each triangle?
Are the sides that are marked equal sitting in the same place in each of the triangles?
The side should be opposite the same angle in each of the triangles.
• The following triangles are not congruent:
K T
M S
U
• For these triangles to be congruent, TU needed to be equal to KL (they are both
opposite the angle marked with a double arc) OR ML needed to be equal to ST (they
are both opposite the angle marked with a single arc).
Note: KM could have also been marked equal to SU as they are both opposite the
angle with no marking.
21. Point out that if they are asked to prove two triangles congruent, the correct order (in other
words with the paired sides and angles that are equal) is always given.
22. For example, if the question asks to prove that TADE / TPQR , then there is already
evidence as to where to start looking for what sides or angles might be equal. In this case,
t = P,
AD = PQ, DE = QR and AE = PR . As well as: A t D t & Et = Rt . HOWEVER,
t =Q
make it clear that this is not to say they can use this in their proof. It should merely be used
as a guide as to where to look for equal sides or angles if they are stuck.
23. There are some reasons that are used very often in congruency, so it is worth having a
summary of these in their books. Discuss the following with learners as they write the
summary in their exercise books:
Given When the information has been given in the question or on

the diagram and no actual knowledge is necessary
Common When a triangle shares a side or angle with another triangle
making it the same length or size
Vertically opposite angles This is common when you see the shape of a bowtie
equal
Radii (plural of radius) This is common when triangles are drawn inside circles –
look out for lines drawn from the centre. Remember that all
radii are equal in length in a circle

Alternate or corresponding Look for this when any parallel lines are marked anywhere on
angles the diagram
24. You may need to remind learners about the different parts of a circle. In particular, those that
will be useful to this year’s work.
25. Draw two circles on the board. Ask for volunteers to draw in or mark the following parts (put
four parts on one circle and three on the other):
• centre
• radius
• diameter
• chord
• segment
• tangent
• arc.
Ensure learners have the following in their books:
tangent
ra
di
us
(major) segment
(O centre)
chord
er
et
am
(minor)
di
segment arc
26. Ask: What can you tell me about the midpoint theorem? Ask for a volunteer to do the
drawing on the board and then discuss what the midpoint theorem tells us according to his/
her drawing.
27. Ensure the following is covered for learners to write in their exercise books:
A
Given: Then: A
D E D E
1
of
2
B C B C

28. Tell learners to write the full theorem: The line which joins the midpoints of two sides of a
triangle is parallel to the third side of the triangle and equals half its length.
29. Ask learners what else they covered in Grade 10 (properties of quadrilaterals).
30. Compile a summary of properties by drawing sketches and marking the properties as each
shape is discussed.
31. Learners should have a summary like this in their books by the end of the discussion.
Encourage learners to give you the properties, and then mark them on the sketch.
Square Rhombus Parallelogram
Rectangle Kite Trapezium
32. Ask directed questions so that you can ascertain learners’ level of understanding.
Ask learners if they have any questions.
33. Give learners an exercise to complete with a partner (a test from previous years as
explained at the beginning of the lesson would be ideal).
35. Give learners the following task to do at home before the next lesson:
Draw two circles on a sheet of A4 paper. Ensure that the centre is marked clearly.
If it is possible to draw them in pen, that would be better.

ADDITIONAL ACTIVITIES/ READING D

web links:
https://www.youtube.com/watch?v=uZYjnVp8lXo
(Angle and line theorems)
https://www.youtube.com/watch?v=OEp7YK6WEXE
(Congruency and similarity)

Topic TOPIC
2, LESSON 2: 2:Line/Perpendicular
2, LESSON from
LINE/PERPENDICULAR FROM Centre
CENTRE
LINE/PERPENDICULAR FROM CENTRE

A POLICY AND OUTCOMES

Lesson Objectives
By the end of the lesson, learners should be able to:
zz prove the theorem, ‘the line drawn from the centre of a circle perpendicular to the chord
bisects the chord’
zz answer riders on the theorems, the line drawn from the centre of a circle perpendicular
to the chord, the line drawn from the centre of a circle to the midpoint of a chord and the
perpendicular bisector of a chord.
B CLASSROOM MANAGEMENT
4. You will need Resource 3 from the Resource Pack.
5. Write work on the chalkboard before the learners arrive. For this lesson draw two circles with
the centre marked.
your lesson plans.

Topic 2, LESSON 2: Line/Perpendicular from Centre
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
1 214 1 192 1 209 9.1 278 8.1 339
CONCEPTUAL DEVELOPMENT C
INTRODUCTION
1. Ensure learners have their two circles ready – these will be used for learners to measure
and understand the theorem for themselves.
2. While giving the instructions to learners to draw, measure or mark off on their own circle,
walk around the class to assist where necessary. Try not to stand at the front of the class.
3. Learners should work in pencil, so they can erase after the lesson and then use the circles
in all the lessons that follow while learning new theorems.
DIRECT INSTRUCTION
1. Ask learners to
a) Draw in a chord anywhere on one of their circles and label it GH.
b) Draw a line from the centre to the chord GH, ensuring the angle formed at the chord with
the line is 90°.
(If learners don’t have a protractor, use the corner of a page to ensure it is a right angle).
Label the point K.
2. Tell learners to measure their chord GH (and write the measurement on the line) as well
as the length of GK and KH. Ask what they notice. If learners don’t notice anything, tell
them to turn to a partner and look at their drawing and measurements to see if anything is
noticeable.

3. Draw your own sketch on the board and ask learners what they have noticed. The line from
the centre should have bisected the chord. Ensure you use the word ‘bisect’ instead of ‘cut
in half’. Learners need to be familiar with the correct vocabulary.
4. Point out that it didn’t matter where they drew their chord or how close it was to the centre
or the circumference. They could check now by looking at how different some other learners’
diagrams looked, and observing that the same conclusion was reached.
5. Ask: What is the converse of a theorem?

(A statement formed by interchanging what is given in a theorem with what is to be proved).
6. Ask: What could the converse of the theorem you have just learned be?
(If a line is drawn from the centre of a circle to the midpoint of a chord, it will be
perpendicular to the chord).
7. Tell learners we will show that now by using the second circle that they have ready.
8. Tell learners to:

a) Draw in a chord anywhere on one of their circles and label it PQ.
b) Measure the length of the chord PQ and mark the centre point, calling it R.
c) Draw a line from the centre to point R.
d) Measure the angle at R.
9. Learners should find that the angle at R is 90°.
10. Ask learners to write the theorem and its converse in full into their books as well as the
acceptable abbreviated form that can be used when using the theorem in a question. Tell
learners to copy the following table into their books and add an extra row at the bottom
which will be filled later in the lesson.

Theorem Acceptable abbreviated form

The line drawn from the centre of a circle Line from centre ⏊ to chord
perpendicular to a chord bisects the chord.
The line drawn from the centre of a circle to Line from centre to midpt chord
the midpoint of a chord is perpendicular to the
chord.
11. Ask learners to highlight this summary in a way that it will be easy for them to find later when
many theorems have been covered.
12. Do two worked examples with learners. Learners should write the worked examples in their
books.
The diagrams used in the worked examples are available in the Resource Pack.
(Resource 3).
Example 1 Teaching notes

In the diagram, O is the centre of the circle. Tell learners that they always need to read
The diameter DE is perpendicular to the through the information carefully and check it
chord PQ at C. DE = 20cm and CE = 2cm. on the diagram.
P This check should cover two things:
E 1. Does the information make sense when
the diagram is considered?
O C 2. Is all the information displayed on the
diagram? – if not transfer it.
Q In this case, ask: What information can be
added to the diagram?
D
(DE = 20cm and CE = 2cm)
Calculate the lengths of the following with
reasons:
a) OC Ask: What can you say from the information
and diagram that might help with the
answer?
(DE is a diameter; therefore, OD and OE are
radii and must be 10cm each. As CE is given
this also means that OC is simple to work
out.)

b) PQ Ask learners for ideas on how to find PQ. If

EXEMPLAR 2013 they are struggling, nudge them in the right
direction rather than show them the solution.
Tell learners they know the length of the

radius. Ask: Where else can the radius be
seen on the diagram? (OQ and OP).
If they joined OQ and OP what do they notice

(a right-angled triangle)
Ask: What would you find if you worked in

one of those right-angled triangles? (PC or
CQ)
Ask: How would that help?
(Perpendicular from centre bisects chord

therefore the other one equals the same).
Solution:
a) CE = 2cm
OE = 10cm (O is midpoint of DE)
OC = OE - CE

` OC = 8cm
b) In TCOQ:
CQ 2 + OC 2 = OQ2
CQ2 + (8) 2 = (10) 2 (Pythagoras)
CQ2 = 36
CQ = 6
PC = CQ (line from centre ⏊chord)
` PQ = 12 cm


In the figure below, AB and CD are chords of Tell learners to read through the information
the circle with centre O. carefully and check it with the diagram.
OE = AB, CF = FD, OE = 4cm, OF = 3cm
and CD = 8cm. Ask: What given information can you add to
B the diagram?
(Length of OE, OF, CF and FD)
D
O
E
A
C
a) Calculate the length of OD. Once all measurements have been filled in
on the diagram, learners should see that this
is a straightforward theorem of Pythagoras
question.
b) Hence, calculate the length of AB. Ask: What else can you fill in on the diagram
EC 2015 once OD has been found?
(OC, OA and OB as they are all radii to the
circle).
Ask: How will this help you in finding AB?
(Use of the theorem of Pythagoras again as
well as the theorem, the line drawn from the
centre of a circle perpendicular to a chord
bisects the chord).

Solution:
a) In TODF:

OD = OF + DF (Pythagoras)
2 2 2
OD 2 = (3) 2 + (4) 2
OD 2 = 25
` OD = 5cm
b) In TOBE:
BE 2 = OE 2 + OB 2
BE 2 = (4) 2 + (5) 2
BE 2 = 9 (Pythagoras)
BE = 3

BE = AE (line from centre = chord)
` AB = 6cm
13. Tell learners: There is one more theorem to be covered in this lesson. It has a connection to
the previous theorem and its converse.
14. Draw a circle on the board with centre, diameter and chord as shown below.
J
M
L
15. Use the diagram to show that if a line (JK) passes through any chord (ML) and is the
perpendicular bisector of that chord (crosses at a right angle and cuts the chord in half),
then that line passes through the centre of the circle.
16. Tell learners that you will look at this theorem again at the end of the lesson when you prove
that it is true.
17. Ask learners to add the theorem and its abbreviated form to the bottom of the table they
worked on earlier.
The perpendicular bisector of a chord Perp bisector of chord
passes through the centre of the circle.

19. Give learners an exercise (from their textbook or any other suitable exercise) to complete on
their own.
21. Tell learners that now you are going to prove the theorem that they have just learned
and practiced. Explain that all theorems can be proved using other theorems. Proving
why a theorem works can often offer an understanding of another aspect of Geometry.
Understanding why a theorem will always work may also assist learners in remembering
the theorem better. Tell learners that when proving a theorem, it is accepted practice to use
other previously accepted statements (other theorems) but not the statement regarding the
theorem that is being proved.
22. Point out that using the theorem and proving the theorem are very different. In the exercises
that they have completed so far, learners used the theorem. Now they will prove it.
23. Go through the proof of ‘The perpendicular drawn from the centre of a circle to a chord
bisects the chord’. As it is the first theorem you are proving with them, take the time to
explain how the same headings are always used: given, required to prove (RTP) and proof.
24. Ask learners to write the proof of the theorem at the back of their exercise books so that all
the proofs they need to learn for the exams are in one place. The heading should be the
theorem written in full.
Proof for: The perpendicular drawn from the centre of a circle to a chord bisects the chord.
A P B
GIVEN: Circle with centre O and chord AB. OP = AB.
RTP: AP = PB

PROOF:
Statement Reason
Join OA and OB
In TAOP and TBOP
OA = OB Radii
OP = OP Common
t t = 90 o
APO = BPO Given
` TAOP / TBOP RHS
` AP = PB
25. Learners are not required to know the proofs of the converses. Tell learners, therefore, that
we will now go back to the other theorem mentioned earlier.
Proof for: The perpendicular bisector of a chord passes through the centre of the circle.
C
D
A B
E
GIVEN: A circle with chord AB. AD = DB, AB = CE.
RTP: F is the centre of the circle
PROOF:
Statement Reason
In TADF and TBDF

AD = DB Given
DF = DF Common
t = BPO
APO t = 90 o Given
` TADF / TBDF SAS
` AF = BF
` F is the centre Any point equidistant from 2 points on the
circumference is the centre of the circle.

26. Ask learners if they have any questions.
27. Remind learners that they will need their drawn circles again for the next lesson. They will
also need a protractor –one per two learners will be acceptable.

web links:
https://www.youtube.com/watch?v=LOAe8vbxbp0&t=37s
(Proof of theorem: The perpendicular drawn from the centre of a circle to a chord bisects the
chord)
https://www.youtube.com/watch?v=36B3hxQRI1o
(Proof of perpendicular bisector of chord passes through circle)

Topic 2,TOPIC
LESSON 3: Angle
2, LESSON 3: ANGLEatATCentre andANGLE
CENTRE AND Angle
IN A in a Semi-circle
SEMI-CIRCLE
ANGLE AT CENTRE AND ANGLE IN A SEMI-

CIRCLE

Lesson Objectives
zz prove the ‘angle at centre’ theorem
zz answer riders on the theorems, angle at centre and angle in a semi-circle.
5. Write work on the chalkboard before the learners arrive. For this lesson draw two circles with
the centre marked and two lines labelled AB and FG.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
2 216 2* 196 2 211 9.2 283 8.2 343

3 218 9.3 286
* This exercise incorporates questions covering angles in the same segment which is only covered in the
next lesson.

Topic 2, LESSON 3: Angle at Centre and Angle in a Semi-circle
INTRODUCTION
walk around the class to assist where necessary.
3. Learners should work in pencil, so they can erase after the lesson then use the circles in all
the lessons that follow while learning new theorems.
DIRECT INSTRUCTION
1. Start the lesson by explaining the word ‘subtends’ to learners. Subtends is an important
concept used regularly in most of the circle theorems.
2. Use line segment AB already on the board to form an angle being subtended from it. Call
this angle C. Use both hands to point at A and at B then show how, by running your fingers
along the lines you have just added, your fingers come together at the angle subtended from
AB (C). Ask for a few volunteers to:
a) Subtend another angle from AB but still going in the same direction
b) Subtend another angle from AB but going in the opposite direction
c) Subtend a few angles from FG going in both directions.
3. Use the diagrams to make a few statements and to use the correct terminology.
For example, C is subtended from AB or AB subtends C.
4. Show that an angle can also be subtended from an arc.
t is substended from arc PQ. PQ subtends O

t. P Q
O

5. Tell learners that this idea is going to be used now to investigate the next theorem.
Note: Do the following investigation with the learners to ensure that they encounter this
theorem in its most common form (the arrowhead) first, before showing them the other two
versions. P
6. Ask learners to
a) Mark two points, A and B on the circumference.
b) Subtend an angle from the arc AB to the centre.
c) Subtend an angle from the arc AB to the circumference.
d) Measure the angle at the centre.
e) Measure the angle at the circumference.
Ask: What do you notice? Compare what you notice on your diagram with the person sitting
next to you.
(The angle at the centre is double the size of the angle at the circumference).
7. Use your own diagram. Mark the angle at the centre 2x and the angle at the circumference x .
O
2x

8. Tell learners that the angle at the circumference does not always have to be above the angle
at the centre and therefore forming the ‘arrowhead’ formation.
9. Mark two points on the second circle you have on the board. Subtend an angle at the centre
from the arc then subtend one at the circumference from the arc. This time, subtend it to the
side of the centre.
O
2x x
10. Ensure learners can see that this shows the theorem too – the angle at the centre is
subtended from the same arc that subtends the angle at the circumference.
11. Show the third version of the theorem. Mark two points on the circumference. Subtend an
angle at the centre from the arc. Subtend an angle at the circumference from the same arc
but in the opposite direction.
D
C
Point out to learners that when the angle at the circumference is subtended in the opposite
direction to the angle at the centre, then the reflex angle at the centre is the angle of interest.
t = 2 # BCA
In other words, reflex BOA t
Mark the reflex angle at the centre 2x and the angle at the circumference x now.

12. Learners should sketch all three versions of the same theorem, with the angles marked 2x
and x accordingly, in their exercise books.
13. Show learners one more diagram that also represents this theorem but sometimes confuses
learners.
Tell learners to note again (by showing them on the board) that the angle at the centre
t ) is subtended from arc AB and the angle at the circumference (BCA
(BOA t ) is also
t = 2 # BCA
subtended from arc AB. Therefore, BOA t
14. Ask learners to write the theorem in full into their books as well as the acceptable
abbreviated form that can be used when using the theorem in a question. Tell learners to
copy the following table into their books. Note that they should add an extra two rows at the
bottom. These rows will be filled later in the lesson.

The angle subtended by an arc at the centre Angle at centre = 2 # < at circumference.
of a circle is double the size of the angle
subtended by the same arc at the circle.
15. Look at a special case of this theorem. Ask learners to erase the pencil from one of their
circles then:
a) Draw in diameter AB.
b) Regard AB as the arc on a circumference and use it to subtend an angle at the
circumference.
Ask learners the measure of the angle at the centre (180°). Ask: Using the theorem you
have just learned, what do you expect the angle at the centre to be? (90°).

16. Draw this diagram on the board:
A B
180º
17. Ask learners to write this theorem on the next row of their table.
The angle subtended by the diameter at < in semi-circle

the circumference of the circle is 90°
18. Ask: What do you think the converse of this theorem would be?
(If the angle at the circumference is 90°, then the chord it is subtended from must be a
diameter)
19. Tell learners to write this converse in the last line of the table.
If the angle subtended by a chord at the Chord subtends 90°

circumference of the circle is 90°, then the
chord is a diameter.
exercise books.
The diagrams used in the worked example are available in the Resource Pack.
(Resource 4).


In the diagram below, PT is a diameter of the Tell learners to read through the information
circle with centre O. M and S are points on carefully and check it with the diagram.
the circle on either side of PT. MP, MT, MS Ask: What information can you add to the
and OS are drawn. diagram?
t 2 = 37
M o
Even though everything mentioned in the
question is shown on the diagram, point out
M
2 T that the words ‘centre’ and ‘diameter’ tell
1 37°
them something useful.
Ask: What do you know about PM̂ T
(It equals 90°). Tell learners to mark it as
such.
O 2 Advice: Learners must remember what they
1 marked and were not given so that when
they use the information in the solution they
S
must remember to give a reason for knowing
the information.
Calculate, with reasons, the size of:

a) M̂ 1
b) Ô1
NSC NOV 2014
Solution:
t = 90 o
a) PMT < in semi-circle
t 1 = 53
`M o
t 1 = 106 o
b) O < at centre = 2 # < at circumference


O is the centre of the circle TNSPR. Note: This example comes from an exam.
t = 60 o and PS = NT .
POS There was a second part of the question
which relates to a theorem not covered yet.
t and what theorem
Discuss how to find PRS
T
will be used. Once the solution has been
written up, ask learners to note that there
are two chords marked equal in length in the
N
diagram. Tell them you will come back to this
diagram in the following lesson to discuss
O what rules apply.
R
60°
P S
t
Calculate the size of PRS
Solution:
t = 30 o
PRS < at centre = 2 # < at circumference
23. Give learners an exercise to complete on their own.
25. Tell learners that you are going to prove the theorem that they have just learned and
practiced.

26. Ask learners to write the proof in the back of their books so that all the proofs they need to
learn for the exams are in one place. The heading should be the theorem written in full.
Proof for: The angle subtended by an arc at the centre of a circle is double the size of the
angle subtended by the same arc at the circle.
Start with this basic representation of the theorem:
C
B
GIVEN: Circle with centre O and A, B and C are all points on the circumference.
t = 2 # BAC
RTP: BOC t
t = x and CAO
PROOF: Join AO and produce to D. Let BAO t =y
x y
C
B

Statement Reason
t =y
t = x and ACD
ABD radii ( AO = BO and AO = OC )
t = 2x
BOD ext < of TABO
t = 2y ext < of TACO
COD
t + COD
` BOD t = 2x + 2y
t = 2 (x + y)
` BOC
t = 2 # BAC
` BOC t
27. CAPS does not require that learners know the proof of the angle in a semi-circle.
29. Remind learners that they will need their drawn circles again for the next lesson. They will
also need a protractor –one per two learners will be acceptable.

web links:
https://www.youtube.com/watch?v=y7-yT5qUtN0
(Angle at centre proof)

TopicTOPIC
2, LESSON
2, LESSON4:4: Angles
ANGLES INinSAME
Same Segment
SEGMENT
ANGLES IN SAME SEGMENT

Suggested lesson duration: 1 hour

Lesson Objectives
zz prove the theorem
zz answer riders on the theorem, angles in the same segment.
4. You will need Resources 5 to 9 from the Resource Pack.
5. Write work on the chalkboard before the learners arrive. For this lesson draw two circles.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
4 220 2 196 3 214 9.4 293 8.3 347

5 221

Topic 2, LESSON 4: Angles in Same Segment
INTRODUCTION
walk around the class to assist where necessary. Avoid standing at the front of the class.
DIRECT INSTRUCTION
1. Ask learners to:

a) Mark two points, A and B on the circumference.
b) Subtend three angles from the arc AB to the circumference.
c) Measure all three angles.
Ask: What do you notice about the angles? (All the angles are equal).
2. Mark two points A and B on one of the circles on the board. Draw in a dotted line to show
the chord. Subtend three angles into the same segment and mark them all .
x x
3. Tell learners that no matter how many angles are subtended from the same arc they will
always be equal in size. Ensure that learners understand that those angles must always be
subtended into the same segment.

4. Remind learners how a chord splits a circle into two segments. Shade the above diagram
to show the two separate segments formed by the chord. Point out that all three angles are
being subtended into the same segment (in this case the larger of the two segments).
5. Ask learners to write the theorem in full, as well as the acceptable abbreviated form that can
be used when using the theorem in a question, into their books. Tell learners to copy the
following table into their books. Note that they should add an extra five rows to the table.
These rows will be filled in as the lesson proceeds.

Angles subtended by a chord of the circle, on <’s in same segment
the same side of a chord, are equal
6. Ask: What connection can you see between this theorem and the theorem covered in the
last lesson? (Angle at centre equals two times angle at circumference).
Use a diagram to demonstrate:
This diagram is available in the Resource Pack. (Resource 5)
It has been enlarged for your convenience.
D C
A B
Ask:
t and ADB
What is known about AOB t is double the size of ADB
t ? ( AOB t )
t and ACB
What is known about AOB t ? ( AOB
t is double the size of ACB
t )
t ? (they must be equal)
t and ACB
What does this tell us about ADB
What arc subtends these two angles? (AB)
What conclusion can be drawn? (Angles subtended from the same arc (chord) are equal)
This is how the theorem will be proved later in the lesson.

7. The converse of this theorem will make more sense to learners after cyclic quadrilaterals
have been covered. Nevertheless, discuss the converse with them now.
Ask: What do you think the converse statement would be?
(If one line subtends two equal angles in the same direction then the points made by that
line and the vertices of the angles will all lie on the circumference of a circle).
8. Use this diagram to demonstrate:

B
D C
Show learners that both angles are subtended from the same line (CD) and are on the same
side of it. These angles are marked equal. Therefore, the points A, B, C and D are points on
a circle. The correct term for this is, the points are concyclic.
9. Tell learners to add this theorem to the table made earlier.
If a line segment joining two points converse <’s in same segment

subtends equal angles at two points on the
same side of the line segment, then the
four points are concyclic.
10. Discuss the following four diagrams with learners. All diagrams represent corollaries of the
theorem, angles in the same segment are equal. A corollary is a theorem that follows on
from another theorem.
The following diagrams are available in the Resource Pack. They have been enlarged for
your convenience.

Diagram Discussion
If two chords are the same length,
then the angles subtended by them to
the centre will be equal in size.
O Ө
Ө
If two circles are the same size (equal

radii), and two chords in each circle
are equal in length, then those chords
O P will subtend equal angles at the
r r centre.
A D
B C
If two chords are the same length,

then the angles subtended by them
to the circumference will be equal in
size.

If two circles are the same size (equal

radii), and two chords in each circle
are equal in length, then those chords
will subtend equal angles at the
circumference
11. Once learners have been shown the corollaries visually, ask them to write them into their
table with the accepted abbreviated form.
Equal chords subtend equal angles at the Equal chords, equal angles
circumference of a circle.
Equal chords subtend equal angles at the centre of a Equal chords, equal angles
circle.
Equal chords in equal circles subtend equal angles at Equal circles, equal chords,
the circumference of the circles. equal angles
Equal chords in equal circles subtend equal angles at Equal circles, equal chords,
the centre of the circles. equal angles
13. Point out that these theorems are not used as often as the others but are still worth knowing.
Ask learners to turn back to the second example you did in Lesson 3:

This question had a second part to it asking

T
t .
for the size of TSN
Ask: What is the solution?
(30°)
t because
It is the same size as PRS
N
equal chords subtend equal angles at the
O circumference of a circle.
R
60°
P S
exercise books.
The diagrams used in the worked example are available in the Resource Pack. Resource 9.

In the diagram, O is the centre of the Point out that questions will become a little
t at the
circle. Diameter LR subtends LKR more complex as their knowledge of the
circumference of the circle. N is another point different theorems builds up.
on the circumference and chords LN and KN This may be seen by some as a
are drawn. Lt 1 = 58 o
disadvantage. Remind learners that there
L are often more opportunities of getting the
1
2 solution when many different theorems can be
58°
K used.
1
2 Ask: Is there is any information in the question
that should be transferred onto the diagram or
anything you can fill in that you already know?
O
t and RKL
( NLK t are both 90° as they are in
a semi-circle).
Remind learners that they could be required
to use any theorem they have ever learned at
N
any time – including theorems from Grade 8.
R
Calculate, giving reasons, the size of:
t
a) LKR
t
b) R
t
c) N
NSC NOV 2015

Solution:
t = 90 o
a) LKR < in semi-circle
t = 32 o
b) R sum of <’s in T
t = 32 o
c) N <’s in same segment

t = 25 o and O is
In the figure below, DCO Ask: Is there is any information in the question
the centre of the circle. A, B, C, D and E are that should be transferred onto the diagram or
points on the circumference. anything you can fill in that you already know?
A (Equal radii could be marked as such).
1 B
Remind learners again that they could be

required to use any theorem they have ever
learned at any time – including theorems from
O
E Grade 8.
1
Advice for learners:

Always fill in angles as you find them within
25°
C the solution. The more angles that are filled in
1
on the diagram, the easier the later questions
D
will seem.
Calculate, giving reasons, the sizes of:
t1
a) D
t1
b) O
t1
c) A
EC 2015
Solution:
t 1 = 25 o
a) D <’s opp equal sides (radii)
t 1 = 50 o
b) O ext < of T
t 1 = 25 o
c) A <’s in same segment
16. Give learners an exercise (from their textbooks or any other suitable exercise) to complete
on their own.
18. Tell learners that you are going to prove the theorem that they have just learned and
practiced.

19. Ask learners to write the proof of the theorem in the back of their books so that all the proofs
they need to learn for the exams are in one place. The heading should be the theorem
written in full.
20. Proof for: Angles subtended by a chord of the circle, on the same side of a chord, are equal.
D
C
A B
GIVEN: Circle with centre O and A, B, C and D all points on the circumference.
t =D
RTP: C t
PROOF: Join OA and OB
Statement Reason
t = 2Ct
AOB < at centre = 2 # < at circumference
t = 2D
AOB t < at centre = 2 # < at circumference
` 2Bt = 2Dt
` Bt = D
t

22. Share with learners: Once this theorem has been learned, it is a common error to confuse it
with the theorem regarding the angle at the centre. Learners begin to see the bowtie shape
and assume angles in the same segment.
Use the following diagrams as you discuss the issue:
2x x
B
Note that both angles are subtended at the Note that one angle is subtended at the
circumference centre and one angle is subtended at the
circumference
23. Remind learners that they will need their drawn circles again for the next lesson. They
should draw new ones if necessary.

web links:
https://www.youtube.com/watch?v=jp8qjTscjZA
https://www.youtube.com/watch?v=_6QKO7NaYOQ

TopicTOPIC
2, LESSON
2, LESSON5:5: Cyclic Quadrilateral
CYCLIC QUADRILATERAL
CYCLIC QUADRILATERALS

Lesson Objectives
zz prove the ‘opposite angle of a cyclic quad’ theorem
zz answer riders on the theorems, opposite angles of a cyclic quad and exterior angle of a
cyclic quad
zz prove that a quadrilateral is a cyclic quadrilateral.
5. Write work on the chalkboard before the learners arrive. For this lesson draw a quadrilateral
and a circle.
your lesson plans.

Topic 2, LESSON 5: Cyclic Quadrilateral
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
6 223 3 198 4 216 9.5 300 8.4 352

7 224 4 200 5 217
6 219
INTRODUCTION
and understand the theorem themselves.
DIRECT INSTRUCTION
1. Start the lesson by asking: What is a quadrilateral? (A four-sided shape).
2. Ask learners to:

zz draw a quadrilateral in their exercise books
zz draw in one exterior angle of the quadrilateral.
3. Ensure learners know what the terms quadrilateral and exterior angle mean. Extend one of
the sides on the quadrilateral drawn on the board to show an exterior angle. Ask learners to
label the exterior angle they drew in their own books.
exterior angle

4. Ask: What do think a cyclic quadrilateral might be?

(A quadrilateral where all four points lie on the circumference of a circle).
5. Tell learners: Draw a cyclic quadrilateral in one of your drawn circles and measure all four
angles. Ask: What do you notice? (The opposite angles add up to 180°).
6. Tell learners to:

a) extend one of the sides of their quadrilateral and measure the exterior angle
b) extend a different side and measure another exterior angle.
Ask: What do you notice?
(The exterior angle is the same size as the opposite interior angle)
7. Learners should draw a sketch demonstrating both theorems in the same sketch.
The sketch should look similar to this:
d°
b°
c°
add up
to 180°
a°
d°
8. Ask learners to write the theorems in full into their books as well as the acceptable
abbreviated form that can be used when using the theorem in a question. Tell them to copy
the following table into their exercise books. Note that an extra two rows are added at the
bottom of the table. These rows will be filled as the lesson proceeds.

The opposite angles of a cyclic opp <’s of cyclic quad
quadrilateral are supplementary.
The exterior angle of a cyclic quad is equal ext < of cyclic quad
to the opposite interior angle.

9. Ask: What do you think the converse statements to the two theorems could be?
(If the opposite angles are supplementary, the quadrilateral must be cyclic;
If the exterior angle of a quadrilateral is equal to the opposite interior angle then the
quadrilateral must be cyclic).
10. Tell learners to add these two theorems to the table now.
If the opposite angles of a quadrilateral are converse opp <’s cyclic quad
supplementary, then the quadrilateral is
cyclic.
If the exterior angle of a quadrilateral is converse ext < of cyclic quad
equal to the opposite interior angle of
the quadrilateral, then the quadrilateral is
cyclic.
12. Before doing some examples, tell learners that a common question relating to these
theorems is to prove that a quadrilateral is a cyclic quadrilateral. Ask learners to note how
the two converse theorems they have just written down would assist them in proving that a
quadrilateral is a cyclic quadrilateral.
13. Tell learners that there is a third way of proving that a quadrilateral is a cyclic quadrilateral.
Ask: What can you remember from a past lesson that could prove a quadrilateral to be a
cyclic quadrilateral? Remind learners to turn back in their exercise books to look for the
answer if necessary.
(If a line segment joining two points subtends equal angles at two points on the same side of
the line segment, then the four points are concyclic).
14. Summarise the three ways to prove that a quadrilateral is a cyclic quadrilateral on the board
for learners to write in their exercise books.
How to prove that a quadrilateral is a cyclic quadrilateral:

zz Exterior angle equals opposite interior angle
zz One pair of opposite angles are supplementary
zz Line segment subtends two equal angles.
exercise books.

The diagrams for each of the worked examples are provided in the Resource Pack.
Resource 10.
In the diagram, M is the centre of the Ask: Is there is any information in the
circle. A, B, C, K and T lie on the circle. AT question that needs to be transferred onto
produced and CK produced meet in N. Also, the diagram or anything you can fill in that
NA = NC and B̂ = 38° you already know? (NA = NC and equal radii
B (MK and MA) could be marked as such)
Tell learners: Start looking for angles you can
38° calculate the sizes of using the theorems
they have learned.
Remind learners: If you fill the angles in on
C the diagram you must remember that the
M
angles haven’t been given in the information
and therefore you need to give reasons how
you knew the measure of the angles.
1
2
A Tell learners: You also need to look out for
K
3 cyclic quads.
4
Ask: Name any cyclic quads in this diagram.
1
2 (ABKT and ACKT.)
T
a) Calculate, with reasons, the size of the It may be a good idea to shade these two
following angles: cyclic quads – preferably in a slightly different
(i) KM̂ A way.
(ii) T̂ 2
(iii) Ĉ Remind learners what you have told them
(iv) K̂ 4
before:
Always fill in angles as you find them within
the solution.

b) Show that NK = NT. Say: Ask yourself what needs to be true for
two sides of a triangle to be equal in length?
(the opposite angles must be equal).
This is usually the key to proving that two
sides are equal.
Note: sometimes congruency needs to be
used.
c) Prove that AMKN is a cyclic quadrilateral. Ask learners to look back at the summary
2013 Exemplar they made and remind you what the three
possible options are. As each one is
mentioned, ask learners if that one looks
possible or not.
Highlight the outer edge of the quadrilateral
in question so it stands out more and have all
known angles filled in.
Solutions:
a) (i) KM̂ A = 76° < at centre = 2 # < at circumference
(ii) T̂ = 38°
s
ext < cyclic quad
(iii) Ĉ = 38° <’s in same segment
Point out to learners that there was a
second option here – ext < of cyclic quad
– remind them that they can use any one.
(iv)
CÂN = 38° <’s opp equal sides (NA = NC)
Ñ K̂ = 38° ext < cyclic quad

4
b) K̂ 4 = T̂ 2 proved above
Ñ NK = NT sides opp equal <’s
c) N̂ = 104° <’s of T
Ñ AMKN is a cyclic quad converse opp <’s cyclic quad

D, E, F, G and H are points on the Ask: Is there is any information in the

t 1 = x + 20 and
circumference of a circle. G o
question that needs to be transferred onto
t = 2x + 10 o . DE//FG .
H the diagram or anything you can fill in that
you already know?
Point out the parallel lines mentioned.
E F 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: What parallel line theorems did you
x + 20°
learn about in Grade 8?
1 Ask: Can you see any cyclic quads? If yes,
2
1 G name them.
2 2x + 10° (DFGH and EDHG).
D
H
t in terms of x .
a) Determine the size of DEG
t
b) Calculate the size of DHG
NSC NOV 2016
Solution:
t = x + 20 o
a) DEG DE//FG ; alt <’s equal
b) 2x + 10 + x + 20 = 180
o o o
opp <’s cyclic quad
3x + 30 = 180 o o
3x = 150 o
x = 50 o
` DHGt = 2^50 oh + 10 o
` DHGt = 110 o
17. Give learners an exercise (from their textbook or any other relevant exercise) to complete on
their own.
19. Prove one of the theorems that they have just learned and practiced.

20. Ask learners to write the proof of the theorem at the back of their exercise books so that all
the proofs they need to learn for the exams are in one place. The heading should be the
21. Proof for: The opposite angles of a cyclic quadrilateral are supplementary.
1
O
B D
GIVEN: A, B, C and D are points that lie on the circumference of a circle
t + Ct = 180 o and Bt + D
RTP: A t = 180 o
t =O
PROOF: Join OB and OD. Let BOD t 2 and reflex BOD
t =O
t1
Statement Reason
Ot 2 = 2A t < at centre at circumference

Ot 1 = 2Ct < at centre at circumference
Ò t2+O t 1 = 2A t + 2Ct
but O t2+O t 1 = 360 o
` 2A t + 2Ct = 360 o
` 2 (At + Ct ) = 360 o
À t + Ct = 180 o
Similarly, Bt +D t = 180 o by
joining AO and OC.
23. Remind learners that they will need their drawn circles again for the next lesson.

D ADDITIONAL ACTIVITIES/READING
web links:
https://www.youtube.com/watch?v=xMrAVn7am5M
(Understand the meaning of a cyclic quad)
https://www.youtube.com/watch?v=aNLwD4yyL0I
(Proof of opposite angles of a cyclic quad)

TOPIC 2, 2,LESSON
Topic Lesson 6:6:Tangents
TANGENTS
TANGENTS

Lesson Objectives
zz prove the ‘alternate segment’ (tan-chord) theorem and the ‘equal tangents’ theorem
zz answer riders on the theorems, equal tangents from a common point, tangent
perpendicular to radius and angle between a tangent to a circle and a chord
zz prove that a line is a tangent to a circle.
5. Write work on the chalkboard before the learners arrive. For this lesson draw three circles.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
8 226 5 205 7 220 9.6 308 8.5 356

9 227 8 222 8.6 359
10 229

Topic 2, Lesson 6: Tangents
INTRODUCTION
and understand the theorem themselves.
DIRECT INSTRUCTION
1. Ask learners to:
a) Mark the centre of the circle and draw in the radius on one of your circles.
b) Draw a tangent to the circle. The point of tangency must be where the radius meets the
circumference.
c) Repeat the above steps in a different part of the circle so that you have two tangents and
two radii drawn in.
d) Measure the angle made by the radius and tangent.

Ask: What do you notice about the angle made by the radius and tangent? (it is 90°).
Tell learners to look at another learner’s diagram to confirm whether they got the same
result.
2. Ask learners to:
a) Draw a chord in their second circle.
b) Draw a tangent to the circle. The point of tangency must be where the chord meets the
circumference.
c) Subtend an angle from the chord into the opposite segment to where the tangent lies
(tell learners they should have a triangle and a tangent now).
d) Measure the angle between the tangent and the chord. Fill in the measurement.
e) Measure the angle subtended from the chord.

Ask: What do you notice about the angle subtended from the chord?
(The angles are equal). Tell learners to look at another learner’s diagram and confirm
whether they got the same result.

3. Ask learners to go back to their first circle where they had a tangents and radii drawn in and
adapt it as follows:
a) Lengthen the tangents (in the direction that makes most sense) until they intersect.
b) Measure the length of each tangent from the point of tangency to the point of
intersection.
Ask: What do you notice about the length of each tangent from the point of tangency
to the point of intersection? (They are equal in length). Tell learners to look at another
learner’s diagram and confirm whether they got the same result.
4. Tell learners that these are the three theorems that we will be learning about today. They are
the last three circle theorems.
5. Use the three circles you have on the board. Summarise the three theorems. Ask learners
to draw the diagrams in their exercise books. The summary should look as follows. Use the
teaching notes to discuss the theorems as you draw each sketch.
The following diagrams are available in the Resource Pack. Resource 11.
Teaching notes
Point out to learners that no matter
where the tangent is, it will always be
perpendicular to a radius that it meets at
Tangent Line the circumference.
radius
Point of Tangent

Learners find this theorem challenging.

Show learners to first look what angle is
made by the tangent and the chord by
moving their finger from the tangent to
the chord. Once the chord is established,
put a finger at each end of the chord and
see which angle it subtends. Encourage
learners to do the same. Perhaps
ask for a few volunteers to come and
demonstrate.
Tangents Learners must recognise that both

diagrams alongside show the same
theorem. During the investigation learners
produced the first diagram where the
tangents were connected to the radii. It
is important that they don’t think it always
needs to look like this to still be true.
The second diagram, showing the
tangents connected to a chord, is
important as it produces an isosceles
triangle. This appears often in questions.
6. Ask learners to write the theorems in full into their exercise books as well as the acceptable
abbreviated form that can be used when using the theorem in a question. Tell learners to
copy the following table into their books. Note that an extra two rows have been added at
the bottom of the table. These rows will be filled as the lesson proceeds.

A tangent to a circle is perpendicular to the radius rad⏊tan
at the point of contact.
Two tangents drawn to a circle from the same point tans from common point
outside the circle are equal in length
The angle between the tangent to a circle and a tan chord theorem
chord drawn from the point of contact is equal to
the angle in the alternate segment.

7. Tell learners that only the first and last of these three theorems have a converse.
Ask: What do you think the converse statements to first of the two theorems could be?
(If a line is perpendicular to the radius at the point where it meets the circumference, then
the line is a tangent).
8. The converse of the tan-chord theorem is more complicated and may be difficult for learners
to verbalise. If the angle formed by a chord and a line drawn at its endpoint is equal to an
angle subtended by the chord in the opposite segment, then the line must be a tangent to
the circle.
9. Tell learners to add these two theorems to the table now.
If a line is drawn perpendicular to the radius at the converse tan⏊rad

point where the radius meets the circle, then the line
is a tangent to the circle
If a line is drawn through the end-point of a chord, converse tan chord theorem
making with the chord an angle equal to an angle in
the alternate segment, then the line is a tangent to the
circle.
10. Ask learners to highlight this summary in a way that makes it easy for them to find later
when many theorems have been covered.
11. Before doing two worked examples with learners, go back to the converse of the tan-chord
theorem and discuss it further. This theorem is commonly asked in many assessments. It
involves proving that a line is a tangent to three points (forming a triangle).
12. Ask learners to write the heading: ‘How to prove a line is a tangent to 3 points’ in their books
and to copy the following diagram.
This is what learners will see when they are asked to prove that a line is a tangent:
Ask a volunteer to come to the board and show you

which angles should be equal IF the line IS a tangent.
Mark these on the diagram:
Tell learners that

this is what they should do in an assessment – shade
the triangle mentioned then decide which angles
should be equal. This will focus learners on what
needs to be proved. Remind learners that they need
only find one pair of equal angles.

13. Do two worked examples with learners now. Learners should write the worked examples in
their exercise books.
The diagrams for each of the worked examples are provided in the Resource Pack.
Resource 12.

In the diagram, the vertices A, B and C of ABC Ask: Is there is any information in the
are concyclic. EB and EC are tangents to the question that needs to be transferred onto
circle at B and C respectively. T is a point on the diagram or anything you can fill in that
AB such that TE//AC. BC cuts TE in F. you already know?
(Alternate angles equal; corresponding
B angles equal; tan-chord; equal tangents)
2 1
Tell learners to be aware of what has been
given and what has not. Many learners
t = 90 o because
make the error of thinking C
T 3 F 2 it ‘looks like’ AB is a diameter.
2
E
1 1
2
3
1
A C
t1 = T
a) Prove that B t3 Learners should already have marked
t (tan chord) which leads to the
Bt 1 = A
corresponding angles on the parallel lines.
b) Prove that TBEC is a cyclic quadrilateral Tell learners to shade the quad.
Ask: What are the three ways of proving a
cyclic quad?
As each one is mentioned, discuss which
method seems the most likely to be used.
c) Prove that ET bisects BT̂ C Ask: What does the term bisect mean?
Ask: What angles do we need to prove
t2 = T
equal to answer this question? ( T t 3 ).
Remind learners that they have proved that
TBEC is a cyclic quad and that this may be
useful.

d) If it is given that TB is a tangent to the circle Ask: What angles need to be equal for TB
through B, F and E, prove that TB = TC.. t 2 & Ct 2 ).
to equal TC? ( B
Remind learners again about the cyclic
quad that has been proved.
e) Hence, prove that T is the centre of the Discuss the word ‘hence’ with learners.
circle through A, B and C. Remind them that it means ‘use what you
NSC NOV 2015 have just proved’. In other words, the fact
that BT=TC should be useful to answer this
question.
Solution:
a) Bt 1 = At tan-chord theorem
T t3 = A t TE//AC ; corres <’s
` Bt 1 = T t3
b) BE = CE tans from common pt
` Bt 1 = Ct 3 <’s opp equal sides
and Bt 1 = Tt3
`T t 3 = Ct 3
` TBEC is a cyclic quad converse <’s same segment
c) B t1 = T t3
B t1 = T t2 proved above
`T t2 = T t3 <’s in same segment
` ET bisects BTC t
d) B t 2 = Et 2
C t 2 = Et 2 tan chord theorem
` Bt 2 = Ct 2 <’s in same segment
` TB = TC sides opp equal <’s
e) In TTAC :
A t =T t3 TE//AC ; corres <’s
T t3 = T t2 Proved above
T t 2 = Ct 1 TE//AC ; alt <’s
À t = Ct 1
` TA = TC sides opp equal <’s
But TC = TB
` TA = TC = TB
` T is the centre of the circle


In the diagram, PQ is a tangent to the circle Ask: Is there is any information in the
QST at Q such that QT is a chord of the question that needs to be transferred onto
circle and TS produced meets the tangent the diagram or anything you can fill in that
at P. R is a point on QT such that PQRS is a you already know?
cyclic quadrilateral in another circle. PR, QS (tan-chord; angles in same segment)
and RS are joined.
P
1 2
1 S
2 3
1 2
2 1 3
Q T
R
a) Give a reason for each statement below: Learners should find this relatively easy
t1 = T
(i) Q t
t 2 = Pt 2
(ii) Q
b) Prove that PQR is an isosceles triangle. Ask: What angles need to be equal to make
t =R
this triangle isosceles? ( PQR t1)
Tell learners that as none of the angles have
been given variables it would be a good idea
to use this method. Let the angles found
equal in a) be given a variable each. This
should help learners to notice that the angle
at Q is made up of both variables. Learners
now need to find a theorem that will help
them find that the angle at R is also equal to
the sum of these variables.

c) Prove that PR is a tangent to the circle Advise learners to shade the triangle given
RST at point R. and highlight the line. Remind learners what
NSC NOV 2014 was discussed in class earlier and tell them
to look back in their books to confirm that the
diagram in this question looks like one of the
diagrams they drew in their books. Point out
that the line doesn’t cross over both sides
in this case which makes it easier – there is
only one possible pair of angles for them to
focus on. Ask: Which pair of angles should
t2=T
you focus on? ( R t)
Solution:
a) (i) tan-chord theorem
(ii) <’s in same segment
t1 = T
b) Let Q t =a
t 2 = Pt 2 = b
and Q
t = a+b
` PQR
t1 = a+b
R ext < of TPRT
t =R
` PQR t1
` PQ = PR
` TPQR is isosceles
t2=Q
c) R t1 = a
t =a
T
`R t2=T t
` PR is a tangent to the circle RST at
point R
15. Give learners an exercise (from their textbook or any other relevant exercise) to complete on
their own.
17. Tell learners that now you are going to prove two of the theorems that they have just learned
and practiced.
18. Ask learners to write the proofs of the theorems at the back of their exercise books so that
all the proofs they need to learn for the exams are in one place. The heading should be the

19. Proof for: Two tangents drawn to a circle from the same point outside the circle are equal in
length.
T
O P
GIVEN: Circle with two tangents, PT and PS.
RTP: PT = PS
PROOF: Join OT and OS
Statement Reason
In TOTP and TOSP
OT = OS radii
OP = OP common
t t = 90 o
OTP = OSP tan⏊rad
` TOTP / TOSP RHS
` PT = PS
20. Proof for: The angle between the tangent to a circle and a chord drawn from the point of
contact is equal to the angle in the alternate segment.
F
E 1
2
O
D
1
2
A B C
GIVEN: Circle with centre O and tangent ABC
t = BED
RTP: CBD t
PROOF: Draw diameter BOF and join EF.

Statement Reason
Bt 1 + Bt 2 = 90 o
tan⏊rad
Et 1 + Et 2 = 90 o < in semi-circle
` Bt 1 + Bt 2 = Et 1 + Et 2
but
Bt 1 = Et 1 <’s in same segment

` Bt 2 = Et 2
t = BED
` CBD t

22. Tell learners that all the new theorems have now been covered. Remind them that they
should have 21 theorems in total (including the converses and corollaries). The proofs of
seven theorems are required for examination purposes. Some proofs are asked more often
than others. List those asked most often for learners with one or two words that can be used
as a hint as to how to go about the proof. Tell learners they need to know their proofs well
and if they remember the hint words, it would help them on the day of the examination. Tell
learners to write this in their exercise books.
Theorem Hint for proof

The line drawn from the centre perpendicular Congruency
to the chord bisects the chord (draw in radii)
Angle at centre equals 2 times angle at Ext angle of T
circumference (draw in diameter)
Opposite angles of a cyclic quad are Angle at centre and angles around a point
supplementary (draw in radii)
The angle between the tangent and chord is 90° (semi-circle and rad/tan)
equal to the angle in the opposite segment (draw in diameter and new chord to form
‘bowtie’)
23. Tell learners that in the next lesson they will start practicing questions that will bring all their
newly gained knowledge together.

web links:
https://www.youtube.com/watch?v=U33XHR9faUE
(Proof of tan chord theorem)

Topic 2,TOPIC
LESSON 7: Combination
2, LESSON 7: COMBINATION of AllTHEOREMS
OF ALL TheoremsAND and Consolidation
CONSOLIDATION
COMBINATION OF ALL THEOREMS AND

CONSOLIDATION
Suggested lesson duration: 3 hours

Lesson Objectives
zz answer riders covering all the circle theorems.
4. You will need Resources 13, 14 and 15 from the Resource Pack.
5. Write work on the chalkboard before the learners arrive. For this lesson draw the first
diagrams for the first example.
your lesson plans.
LEARNER PRACTICE
SERIES MATHS
(SIYAVULA)
11 236 6 206 Qu’s 224 9.7 319 8.7 366

12 240 7 209 9.8 323
13 242 Rev 211 Rev 325
Rev 243
Some 245
Ch

Topic 2, LESSON 7: Combination of All Theorems and Consolidation
INTRODUCTION
1. This lesson is important. Thus far learners have mostly used the theorems in isolation. They
must now combine all the information and consolidate their knowledge.
2. Encourage learners. Enjoying the challenge of Euclidean Geometry will go a long way to
improving their ability in it.
DIRECT INSTRUCTION
1. Ask learners to recap what they have learned in this section. Spend time pointing out issues
that you know are important as well as problems that you encountered from your own
learners during the topic.
2. If learners want you to explain a concept again, do that now.
3. Tell learners that you are going to do all the geometry questions from the final examination
from 2017 before they do a consolidation exercise.
4. As you do each of the examples, get as much input from learners as possible.
Ask questions and encourage discussion. Stop regularly and ask if there are any questions.
Learners must write each worked example in their exercise books.
5. All the diagrams are available and enlarged in the Resource Pack. Resources 13-15.

a) In the diagram below, O is the centre of Tell learners if they know their theory this
the circle and point T lies on chord RS. question should present no problems.
Prove the theorem which states that if Learners should remember that even if they
OT = RTS then RT = TS don’t manage to prove a theorem asked, they
should still attempt the second part of the
question which will be directly related to the
theorem that needs to be proved.
O
1 2
R T S

b) In the diagram, O is the centre of circle Advise learners to read the question carefully
ABD. F is a point on chord AB such that and fill in any possible information onto the
DOF = AB . AB = FD = 8cm and diagram.
OF = x cm. Determine the length of the Ask: What do you know about AB if a line is
radius of the circle. drawn from the centre that is perpendicular to
the chord? ( AF = FB ).
F
As the length of AB was given, this means AF
A B
and FB are also known.
x
Ask if that helps? If learners are struggling,
O ask: Do know the length of OD which is the
radius and is therefore equal to OB?
Learners may not know OD directly but it
can be given as an expression because the
D length of FD was given and OF is ‘known’.
If an equation can be made with only one
unknown then it can be solved.
Solution:
a) GIVEN: Circle with centre O and chord RS. OT = RS .
RTP: RT = TS
PROOF:
Statement Reason
Join OR and OS
In TROT and TSOT
OR = OS Radii
OT = OT Common
t1 = T
T t 2 = 90 o Given
` TROT / TSOT RHS
` RT = TS
b) AF = FB = 4 cm line from centre = to chord

OD = 8 - x
` OB = 8 - x radii
OB2 = OF2 + BF2
Pythagoras
(8 - x) 2 = x 2 + 4 2
64 - 16x + x2 = x2 + 16
- 16x =- 48
x=3
` r = 8 - 3 = 5 cm


M is the centre of the circle SVQR having Remind learners to read the question
equal chords SV and QR. RP and QP are carefully and to fill in any possible information
tangents to the circle at R and Q respectively onto the diagram.
t = 70 o .
such that RPQ (Centre given therefore equal radii; equal
t1=M
tangents from common point; M t2
V
because of equal angles from equal chords;
Q a radius meeting a tangent therefore there
2
1 are right angles).
2
1
M
S
1 Note that the equal tangents form an
70°
2 isosceles triangle.
R P
t2.
a) Calculate the size of R
t1.
b) Calculate the size of Q t 2 will be known if R
Q t 2 is known and
MQ = QP
t 2.
c) Determine the size of M t 1 is known, R
If Q t 1 is known (isosceles)
t 1 can be calculated (<’s of
and therefore M
t 2.
triangle). This leads directly to M
Solution:
a) PQ = PR tans from common pt
`R t2=Q t2 <’s opp equal sides
t2+Q
R t 2 + 70 o = 180 o <’s of T
`R t 2 = 55 o
t 2 = 55 o
b) Q proved above
t2+Q
Q t 1 = 90 o tan⏊rad
`Q t 1 = 35 o
t 1 = 35 o
c) R <’s opp equal sides
t 1 + 35 o + 35 o = 180 o
M <’s of T
`M t 1 = 110c
`M t 2 = 110c equal chords; equal <’s


In the diagram below, O is the centre of the Remind learners to read the question
circle. CDE is a tangent to the circle at D. DB carefully and to fill in any possible information
t . Let Bt 1 = x .
bisects ABC onto the diagram.
B Ask: What do you know because a tangent is
2 given?
1
Ask: What does the term bisect mean?
Ask: What do you know if the centre has
C been given?
2 t 1 ; mark radius ⏊ tangent; mark
(Label B
O
1 t 2 = Bt 1 (x) )
equal radii; mark B
1 2
A
E
a) Prove that BC//OD . Ask: What would be true if the lines were
parallel? This should give a clue of what
angles need to be proved equal.
Equal angles:
Bt 2 and D t 1 and Bt 2 + Bt 1
t 1 OR O
Supplementary angles:
t 2 OR D
Bt 2; Bt 1; O t 2; Ct
t 1; D
As each of these are given, discuss the
merits and possibility of each one.
t = 90 o .
b) Show that C Remind learners that by now the lines will
have been proved parallel. Ask how this
helps.
(tan⏊rad; co-int <’s)
Solution:
t1 = x
a) D <’s opp equal sides
Bt 2 = x Given
` Bt 2 = D
t1
` BC//OD alt <’s equal
t = 90 o
b) ODC tan⏊rad
` Ct = 90 o BC//OD; co-int <’s


In the diagram below two circles touch each Point out to learners that this is the last
other externally at point P. QPR is a common question in the exam for Euclidean Geometry
tangent to both circles at P. EDRC is a and will always be challenging. Learners
tangent to circle PBFC at C. should remember that they have the
t = y and DAC
RCA t = x . AD//BC . knowledge and they know the theorems
to assist them. Even if the diagram looks
a) Name, with reasons, 4 other angles equal complicated (as this one does), they need
to x . to read through each piece of information
t = x+y.
b) Show that EPA carefully and focus on one piece of
c) Determine the numerical value of information at a time, marking it on their
x + y if it is given that DCTP is a cyclic diagram and working through the information,
quadrilateral. asking themselves what else they know.
It would be useful to use some colour to mark
the diagram.
A
Q
2
1
x B
1 F
2
T
6 5
4
7 3 P
8 2
1
y 2
2
1 3 1
E D R C

Learners need to be able to deconstruct a complex diagram in order to identify theorems that
can be used.
The first piece of information is the common tangent. Learners should think about the three
tangent theorems they know and mark any equal angles. As there is no centre, and therefore
no radius marked, it is reasonable that they only need to focus on the tan-chord theorem.
Due to the fact that it is a common tangent, focus on one circle at a time.
The second piece of information is also a tangent. Learners should focus only on that and
think through the three theorems and mark any equal angles.
The third piece of information is about parallel lines. Learners should think about the three
theorems they know dealing with parallel lines and mark any information as such.
Use the x and y labels where possible.
Remind learners to remember their other theorems also. (Any circle theorems that don’t
require the centre may be useful as well as their Grade 8 theorems).
a) If learners have marked all equal angles that they know they should have found all four.
b) This may be a little difficult for some learners to see. It is useful to remember Grade 8
t7
theorems and to ask themselves if there is any connection. If any learners notice that P
is in fact the exterior angle to TPEC , praise them.
c) Learners should focus their attention on what they know about cyclic quadrilaterals – both
theorems will be useful. Advise learners to shade the cyclic quadrilateral so it stands out.
This may also help them to notice exterior angles. Since a numerical value is required
(and none were given), this implies that an equation will be needed in order to solve for
the variables x + y .
Solution:
t2 = x
a) C AD//BC; alt <’s equal
Pt 1 = x tan chord theorem
Pt 5 = x vert opp <’s equal
Et = x <’s in same segment
Point out that the reasons could have
been different depending on the order of
angles used. For example, after stating that
Ct 2 = x , Pt 5 could have been found using
the tan-chord theorem
t 7 = Et + Ct 1
b) P ext < of T
` Pt 7 = x + y
c) Pt 8 = x + y ext < cyclic quad
Pt 1 + Pt 2 + Pt 8 + Pt 7 = 180c <’s on str line
Ñ x + y + x + y + x + y = 180c
Ñ 3x + 3y = 180c
Ñ3 (x + y) = 180c
Ñ x + y = 60c
` x + y = 60 o

7. Give learners an exercise to complete with a partner before giving them another one to
complete on their own. Remind learners that Euclidean geometry requires continuous and
deliberate practice – it cannot be mastered in a short space of time.
9. Once learners have completed the exercises provided and you have assisted them with
any corrections, give the learners the following activity to do to assist them for the final
examinations:
Tell learners to summarise all their theorems in one table (so far, they have multiple small
tables). They need to add an extra column at the end where they should make a sketch to
demonstrate the theorem.
Suggest that they put their Grade 8 and 9 theorems in the summary also.
Give learners a few days to a week to complete their summaries. Check that they have
an accurate summary and that they have remembered all the theorems. Time permitting,
learners could work in pairs or groups of three to check each other’s summaries and add
to their own if necessary. This should be a useful and productive experience that will assist
learners in their understanding and preparation for an assessment.

web links:
https://www.youtube.com/watch?v=5WB1911rBz4
(A 25 minutes summary of all the theorems)
https://www.youtube.com/watch?v=r95396R1jj4
(A 30-minute video with many examples covered)
https://www.youtube.com/watch?v=XUus6-9E9sQ&t=59s
(Circle theorems in 3 minutes)
http://www.vocfm.co.za/wp-content/uploads/2014/10/GEOMETRY_GRADE-11_12.pdf
(A summary of the theorems with questions).

TOPIC
Topic3:3: TRIGONOMETRY
TRIGONOMETRY
TOPIC OVERVIEW
TOPIC 3: TRIGONOMETRY
A TOPIC OVERVIEW
zz This topic is the third of five topics in Term 3.
zz This topic runs for two weeks (9 hours).
zz It is presented over seven lessons.
An approximate time has been allocated to each lesson (which will total 9 hours). For exam-
ple, one lesson in this topic could take two school lessons. Plan according to your school’s
timetable.
zz Trigonometry counts 33% of the final Paper 2 examination.
zz All three proofs are required for examination purposes. In this set of lesson plans, the three
rules are learned and practiced. Proofs are in a lesson of their own because learners need
the time to comprehend what the rule is about before they work through the proof.

1 Revision 1 5 Proofs of the three 1
rules and the
ambiguous case of the
sine rule
2 The Sine rule 1,5 6 2 dimensional 2
questions involving all
3 rules
3 The Cosine rule 1,5 7 Revision and 1
Consolidation
4 The Area rule 1

Topic 3: TRIGONOMETRY
SEQUENTIAL TABLE B
zz Solving of right-angled zz Prove and apply the sine, zz Solve problems in 3
triangles using Gr 10 cosine and area rules dimensions
Trigonometry zz Solve problems in two zz Problems can include
zz Finding the area of right- dimensions using the compound or double
angled triangles (Area = sine, cosine and area angles.
1
2 base = height ) rules.
#
zz Basic Geometry
theorems from previous
years, particularly Grade
8
zz Calculator work using
Trigonometry functions
zz Knowledge/
understanding of
angles of elevation and
depression.
WHAT THE NSC DIAGNOSTIC REPORTS TELL US C

According to NSC Diagnostic Reports there are several issues pertaining to solving triangles
using Trigonometry.
These include:
zz recognising right-angled triangles and applying the Theorem of Pythagoras

zz difficulty in selecting the sides/angles required. Many fail to see that two triangles share a
side or an angle
zz difficulty in seeing which rule was required
zz poor algebraic manipulation skills (changing the subject of the formula).
It is important that you, as the teacher, keep these issues in mind when teaching this section.
While teaching the 2D section of Trigonometry, it is important to keep in mind that 3D

Trigonometry will be introduced in Grade 12. If learners have a good understanding of the three
rules required, they will have a better chance of succeeding at this (perceived) difficult topic.

D ASSESSMENT OF THE TOPIC

• Two tests
zz Two tests, with memorandum, are provided in the Resource pack. The tests are aligned to
zz The questions usually take the form of solving triangles, sometimes related to real-life
situations. Proofs could also be asked.
E MATHEMATICAL VOCABULARY
Term Explanation
opposite The side, in a triangle, opposite the angle of interest/the angle named
adjacent The side, in a triangle, next to the angle of interest/the angle named
hypotenuse The side, in right-angled triangle, opposite the right angle (always the
longest side)
included angle The angle between two sides. The angle formed by two sides
horizontal plane If 2 or 3 points are all in the same horizontal plane, it means they are all
level or on the same flat surface. One will not be higher or lower that the
other
perpendicular At a right angle. Perfectly straight
vertical Upright. Perpendicular (at a right angle) to the ground
2-dimensional Flat. Can only measure two dimensions (usually length and breadth)

angle of elevation
object
e
ht lin
sig
angle of elevation
observer
The angle that a person must look UP to see an object

The angle is formed between the horizontal and the line of sight
angle of
depression
observer
angle of depression
sig
ht l
ine
object
The angle that a person must look DOWN to see an object

The angle is formed between the horizontal and the line of sight

Topic3,TOPIC3,
LESSON 1: Revision
LESSON 1: REVISION of Right-Angled
OF RIGHT-ANGLED Trigonometry
TRIGONOMETRY
REVISION OF RIGHT-ANGLED
TRIGONOMETRY

CAPS Page Number 37
Lesson Objectives
zz solving right-angled triangles including word problems with angles of elevation and
depression.
4. Write work on the chalkboard before the learners arrive. For this lesson draw the triangle
forming three right-angled triangles (point 3).
at the end of a Grade 10 textbook or items from a Grade 10 test on solving triangles using
trigonometry.
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
SERIES MATHS
(SIYAVULA)
16 171 1 215 Qu’s 228 10.1 332

Topic3, LESSON 1: Revision of Right-Angled Trigonometry
INTRODUCTION
1. Learners have solved right-angled triangles in Grade 10 and again earlier this year. They
should not need much practice. As always adjust the lesson to suit the needs of your own
learners.
2. Ensure learners are proficient in solving right-angled triangles before moving on.
DIRECT INSTRUCTION
1. Start the lesson by asking learners to tell you the three main trigonometric ratios and which
sides in a right-angled triangle are connected to each one.
opposite adjacent opposite
sine:
hypotenuse cosine:
hypotenuse tangent:
adjacent
2. If no-one mentioned it remind them of the mnemonic they can use to assist them in
remembering these:
Opposite Cosine Hypotenuse Opposite
S O H C A H T O A
Sine Hypotenuse Adjacent Tangent Adjacent
Learners should write the mnemonic in their exercise books.
3. Show learners the triangle you have drawn on the board.

Ask: Name all the right-angled triangles that have been formed.
A
C
( TABC TADC TADB )

4. Tell learners you are going to call out a trigonometric ratio for a certain angle and they must
give you all the ratios possible (one or two, depending on the angle and whether it is in only
one right-angled triangle or two). When one learner gives a ratio, ask another learner which
triangle they were working in.
t = AD t AB
For example, tan C
CD (TADC) OR tan C = AD (TABC) $ 2 possible ratios
t = CD
But, tan CAD
AD $ only one ratio
5. Use the following table to ask learners questions:
TACD TABC TABD TABC
sin C AD AB sin B AD AC
AC BC AB BC
cos C CD AC cos B BD AB
AC BC AB BC
tan C AD AB tan B AD AC
CD AC BD AB
TACD TABD
t
sin CAD CD t
sin BAD BD
AC AB
t
cos CAD AD t
cos BAD AD
AC AB
t
tan CAD CD t
tan BAD BD
AD AD
6. Do the following worked examples with learners. Learners should write the worked
examples in their exercise books.
Teaching notes Solution

Ask: According to the h
cos 60 o = 1000
angle named what
is given and what is
1000 cos 60 o = h
required?
` h = 500
(hypotenuse and
60° adjacent)
1000
“h” Ask: What trig ratio will
be used?
(cosine)
Find h

Ask: According to the 300

tan x = 400
angle named what is
` x = 36, 87 o
given?
(opposite and adjacent)
300 Ask: What trig ratio will
be used? (tangent)
x°
A
400
Find x
Ask: According to the d
sin 39 o = 30
angle named what
is given and what is
30 sin 39 o = d
required?
` d = 18, 88m
(hypotenuse and
30 m opposite)
d Ask: What trig ratio will
39° be used? (sine)
Find d
7. Ask: What is an angle of elevation and an angle of depression?
Angle of elevation: The angle that a person must look UP to see an object.
The angle is formed between the horizontal and the line of sight.
Angle of depression: The angle that a person must look DOWN to see an object.
The angle is formed between the horizontal and the line of sight.
8. Tell learners that these are important concepts and they must ensure they understand them
clearly. Ask if anyone has any questions before you do two examples using both types of
angles. Learners should write the examples in their books.


A control tower operator is looking at an Tell learners to look at the horizontal line and
airplane taking off. If he can see the airplane see how the angle is made by moving UP.
at an angle of elevation of 15° and the Ask: According to the angle named what is
airplane is 350m above the control tower, given and what is required?
what is the horizontal distance from the (opposite and adjacent)
control tower to the airplane? Ask: What trig ratio will be used?
(tangent)
350 m
15°
x
Solution: 350
tan 15 o = x
x tan 15 o = 350
350
x = tan 15 o
` x = 1306, 22m

An airplane pilot sights a life raft at a 26° Tell learners to look at the horizontal line
angle of depression. The aeroplane’s altitude and see how the angle is made by moving
is 3km. What is the airplane’s surface DOWN. Remind learners that the horizontal
distance d from the raft? line of sight is parallel to the ground and it
should therefore be clear that the angle at
the raft (inside the triangle) is also 26° due to
26° alternate angles being equal.
Ask: According to the angle named what is
3km given and what is required?
(opposite and adjacent)
Ask: What trig ratio will be used?
d (tangent)
Solution: 3
tan 26 o = d
d tan 26 o = 3
3
d = tan 26 o
` x = 6, 15m


web links:
https://www.youtube.com/watch?v=3umBUlrUCPQ
https://www.youtube.com/watch?v=e_QPK-pOPqY
(Although these videos do not use metric measurements the explanation is still useful)

Topic 3, 3,LESSON
TOPIC 2: THE
LESSON 2: TheSINE
Sine
RULERule
THE SINE RULE

CAPS Page Number 37

Lesson Objectives
zz describe when the sine rule can be used
zz solve triangles using the sine rule.
4. Write work on the chalkboard before the learners arrive. For this lesson draw and label
triangle ABC.
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
17 174 2 216 2 237 10.3 343 6.11 293

10.4 345

Topic 3, LESSON 2: The Sine Rule
INTRODUCTION
1. The sine rule (or law of sines) is the first of three rules used to solve non-right-angled
triangles.
2. Learners need to be proficient in the use of all three rules as they will be used again in
Grade 12 trigonometry.
DIRECT INSTRUCTION
1. Start the lesson by pointing out to learners that until now, all the trigonometry they have
encountered has been in right-angled triangles only and this may seem as if trigonometry
only works in right-angled triangles.
2. Tell learners that this is not the case and you are going to look at the first of two rules that
will help us solve non-right-angled triangles. After that you will also look at how to use
trigonometry to find the area of a triangle when we don’t have enough information to use the
1 #
formula
2 b = h.
3. The first of the two rules is the sine rule. Refer learners to the triangle drawn on the board.
Remind learners how we label the sides of a triangle:
It is common practice to label the vertices of a triangle with capital letters and the sides with
small letters. It is also common practice to label the side opposite angle A with a small a, the
side opposite angle B with a small b and the side opposite angle C with a small c
4. Label the sides of the triangle that is drawn on the board:
A a

5. Show learners that the longest side is ALWAYS opposite the largest angle in any triangle
and that similarly, the shortest side is ALWAYS opposite the smallest angle. This is useful to
remember when checking if an answer looks correct when solving for an angle or the length
of a side.
6. Ask learners to copy the drawing of the triangle down in their books under the heading: The
Sine Rule.
7. Tell learners that this concept will always be used when using the two rules that we are
going to learn and in fact the rules themselves are written in such a way that they would only
work if the triangle that has just been drawn is used.
8. Write the sine rule on the board:

sin A sin B sin C
a = b = c
9. Learners should notice that when an angle is used it is linked to its matching side (the
opposite side).
Point out that this rule could also be used when the reciprocals are applied:
a b c
sin A = sin B = sin C
10. In general, it is easier to start an equation with the unknown in the numerator’s position. In
other words, if an angle is unknown, the first version (Point 8) would be used and if a side is
unknown, the second version (Point 9) would be used.
11. Learners should write both versions of the rule, along with a note when to use each form of
the rule, in their exercise books now.
12. Point out to learners that when they use the sine rule, they only need a pair of sides and
angles to form an equation and solve for the unknown.
For example, they may only need to use:
a c
sin A = sin C
and, if the triangle is not labeled ABC, they will need to adjust the formula accordingly. For
example,
sin P sin R
p = r
It is important to remember is that the variables in each fraction MUST be the same as they
represent a pair – the angle and its opposite side.
13. Before doing some worked examples, point out to learners that this rule can only work if
certain information is supplied. As this is the first rule that they are learning, the exercises
that they will do can only be the sine rule. You will explain in more detail in a later lesson
how to decide which rule should be used taking the giving information into consideration.

14. Do two worked examples with learners. Example 1 will require finding the length of the will
and Example 2 will have an angle as the unknown.

Ask learners to note that a side is required.
B
They should therefore use the version of
the rule that has the side in the numerator
35° position.
c Ask: What should the equation be?
Note: In the beginning, encourage learners
to write down the full formula that they will be
using before they substitute known values. As
105° A they become more proficient they can leave
C 7 this step out.
Find AB.
Solution: Remind learners that when two fractions are
c b equal, cross multiplication can be performed
sin C = sin B 1 5
to remove the fractions. Use
c 7 2 = 10 and
sin 105 o = sin 35 o show that (1 × 10) = (2 × 5)
c sin 35 0 = 7 sin 105 o
c sin 35 0 7 sin 105 o Essentially, this is a ‘shortcut’ to finding the
=
sin 35 0 sin 35 0 LCD and multiplying both sides by it.
` c = 11, 79 units Point out that 105° > 35° Ñ we were expect-
ing our answer to be greater than 7

Ask learners to label sides according to the
C
angle that they are opposite from and to note
that an angle is required. Learners should
14 cm
10 cm therefore use the version of the rule that has
the angle in the numerator position.
63° Ask: What should the equation be?
A B Ask: what will be different in the calculation if
t
Find A an angle is required?
(The 2nd function on the calculator will be
used)

Solution:
sin A sin B
a = b
sin A sin 63 o
10 = 14
14 sin A = 10 sin 63 o
10 sin 63 o Point out that 10 < 14, Ñ we were expecting our
sin A = 14
answer to be less than 63°
t = 39, 5 o
À
15. Ask if anyone has any questions before moving on to the next example which will combine
both questions into one and require a knowledge of Grade 8 Geometry.

Q Tell learners to label the sides according to
the angle that they are opposite from.
39° Tell learners that ‘solve TPQR ’ is a short
41
way of asking that all missing measurements
be found. In this case:
t and R
QR, P t.
P
Ask: What can be found first using the sine
t)
rule? ( R
28
Ask: What can be found next and how?
R t using <’s of a T )
(P
Solve TPQR Ask: How can QR be found?
(Using the sine rule)
Remind learners to stop after each answer
and check if it makes sense according to
other measurements on the diagram.

Solution:
sin R sin Q
r = q
sin R sin 39 o
41 = 28
28 sin R = 41 sin 39 o
41 sin 39 o
sin R = 28
`R t = 67, 1 o
` Pt = 73, 9 o (<’s of T
p q
sin P = sin Q
p 28
sin 73, 9 o = sin 39 o
p sin 39 o = 28 sin 73, 9 o
28 sin 73, 9 o
p = sin 39 o
p = 42, 75 units
16. Tell learners we will look at examples from previous examinations in a later lesson as most
questions from this section of trigonometry combine at least two of the rules within the same
question.
17. If you feel your learners need another example, do one or two more from the textbook or
any other source.

web links:
https://www.youtube.com/watch?v=bDPRWJdVzfs
https://www.youtube.com/watch?v=r4YJuhS-1XE
(Tutorials in the sine rule)
https://www.youtube.com/watch?v=natJoNPhkWw
(A light-hearted song about the sine rule)

Topic 3, 3,LESSON
TOPIC LESSON 3: THE
TheCOSINE
CosineRULERule
THE COSINE RULE

CAPS Page Number 37

Lesson Objectives
zz describe when the cosine rule can be used
zz solve triangles using the cosine rule.
5. Write work on the chalkboard before the learners arrive. For this lesson draw the first
triangle (point 2).
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
18 178 3 218 3 243 10.5 352 6.12 298

Topic 3, LESSON 3: The Cosine Rule
INTRODUCTION
1. The cosine rule (or law of cosines) is the second of three rules used to solve
non-right-angled triangles.
Grade 12 trigonometry.
DIRECT INSTRUCTION
1. Tell learners that we are now going to look at the second rule which will help us to solve
non-right-angled triangles. Start by explaining why another rule is required.
2. Use the triangle you have drawn on the board to demonstrate:
70°
13 cm
4 cm
Q R
Ask learners to label the sides according to their opposite angles.
Ask: Make a statement about p (QR) using the sine rule.
Ask: What do you notice? (There isn’t a full pair to find the length of QR).
t.
Ask: Make a statement about R
t)
Ask: What do you notice? (There isn’t a full pair to find the size of R
3. Point out that this problem would continue because there are minimum requirements for
using the sine rule:
• You will need to know at least one pair of a side with its opposite angle to use the sine
rule.
Tell learners to look at the triangle again and ask: Can you see that each piece of
information given doesn’t have the measurement of the opposite side or angle?

4. Tell learners that this is the reason a second rule is required. If learners are given either
three sides or two sides and the included angle, then the cosine rule will be required as
there will not be enough information to use the sine rule.
B
5. Ask learners to copy the drawing of the triangle down in
c
their books under the heading: The Cosine Rule.
A a
6. Write the cosine rule on the board for learners to copy:

a2 = b2 + c2 - 2bc cos A
7. Tell learners that this is always the version of the rule that they will be given. Learners need
to notice that the starting variable must always be the same as the ending variable. In other
words, the side leading the equation is opposite the angle ending the equation. This should
assist learners when the triangle is not labelled ABC and/or or are not the measurements of
interest.
8. If any learners notice that the statement looks like the theorem of Pythagoras at first share
the following with them:
Ask: What is cos 90° equal to? (0)
Therefore, if we were working in a right-angled triangle, what would the cos rule now be?
( a2 = b2 + c2 - 2bc cos A as the last term would equal zero).
9. Before doing a few worked examples with learners, summarise what is required to use the
cosine rule:
• 3 sides
• 2 sides and an included angle.
Encourage learners to check for opposite pairs which will

immediately let them know whether the sine rule can be
used. One full pair of a known angle and side is required
and one pair with the unknown in it is required. If the sine
rule can’t be used, then it must be the cosine rule. The
diagram below shows what learners should look for. 60°
x
80°
7

10. Do two worked examples. Example 1 has an angle as the unknown. Example 2 requires
finding the length of the side.

Learners should label the sides according to
C
11.6 the angle that they are opposite from and to
B t.
note that they are needing to find B
This requires a small variation to the formula
7.4 15.2 t must start and end the
given. b and B
formula.
Ask: What will be different in the calculation if
A an angle is required?
t
Find B (The 2nd function on the calculator will be
used).
Solution:
b2 = a2 + c2 - 2ac cos B
(15, 2) 2 = (11, 6) 2 + (7, 4) 2 - 2 (11, 6) (7, 4) cos B
231, 04 = 189, 32 - 171, 68 cos B 1. A common error learners should be aware of:
41, 72 =- 171, 68 cos B they cannot subtract 171,68 from 189,32 after
41, 72 substituting and squaring. The -171,68 is part of
- 171, 68 = cos B
the term with cos B in it.
t
` B = 104, 1 o
2. Ask: Explain why a negative cos ratio gave the

answer it did. (cos is negative in the 2nd and 3rd
quadrants and should therefore produce an angle
lying in one of those quadrants).

Learners should label the sides according
P
to the angle that they are opposite from and
70° therefore to note that they are needing to find
13 cm p.
4 cm
This will require stating the formula by
starting with P and ending with cos P.
Q R
Find QR

Solution:
p2 = q2 + r2 - 2qr cos P
p2 = (4) 2 + (13) 2 - 2 (4) (13) cos 70 o Learners should leave the full answer for p2
p2 = 149, 429…. in their calculator before square rooting to
` p = 12, 22 cm ensure as accurate an answer as possible.
11. Ask if anyone has any questions before moving on to the next example which will combine
the use of both rules. Tell learners that if there is enough information to use either one of the
rules, the sine rule is usually less work and therefore the quickest to use.
The diagram for the example below is available in the Resource Pack. Resource 16.
Example Teaching notes

TRS is a secant of the circle, and SU is a Learners should read through the information
tangent at U. TU = 16cm, TR = 12cm and carefully and check it with the diagram.
t = 41 o .
T Remind learners to label the sides according
to the angle that they are opposite from.
T
Ask: What other knowledge is expected in
this question?
41° 12 (Euclidean geometry)
16 1 R
2
1 2 3
P
U
S
Calculate the:
a) length of UR, correct to two decimal Ask: do we know a side and its opposite
places. angle? (no)
What rule will we use? (cosine)
What rule will we use? (sine)
t2.
b) size of U Ask: Do we know a side and its opposite
angle? (Yes)
c) length of secant TRS. Ask: what do we really need to find? (RS)
EC 2016 do we know a side and its opposite angle?
(no – but we can use geometry to find a full
pair)

Solution
a) t2 = u2 + r2 - 2ur cos T
t 2 = (16) 2 + (12) 2 - 2 (16) (12) cos 41 o
t2 = 110, 191…
` t = 10, 50 cm
` RU = 10, 50 cm
b) sin U sin 41 o
12 = 10, 5
10, 5 sin U = 12 sin 41 o
12 sin 41 o
sin U = 10, 5
Ù t = 48, 6 o
Ù t 2 = 48, 6 o
t 3 = 41 o
c) U (tan-chord)
Rt 2 = 89, 6 o (ext < T)
` St = 49, 4 o (<’s of T)
10, 5 Note: There is more than one way
u
o =
sin 41 sin 49, 4 o of answering this question.
10, 5 sin 41 o For example, c) could have been
u = sin 49, 4 o
done by working in TTUS and
` u = 9, 07 using the sine rule.
` RS = 9, 07
` TRS = 21, 07
Once the sine and cosine rules have been learned, learners often want to use them even if
it is not essential to do so. In other words, they may use the rules in a right-angled triangle
when they could have just used right-angled trigonometry.
Although this is not a problem mathematically, reverting to right-angled trigonometry is
preferred.

12. Draw the following triangles on the board. Quiz the learners on what they would use to find
the unknown.
Sine rule, cosine rule, sin/cos/tan (right-angled trigonometry) or Pythagoras?
92°
3
28 8
5
b°
21° P°
41 x
adj
sine rule cos c m cosine rule
hyp
7 cm
110°
X
8 cm a
4 x cm 6 cm
Y
x 14 cm
Z
5
opp cosine rule Pythagoras

tan a k
adj
10
m°
8 x
8
4
28°
75°
x 19°
opp opp sine rule

tan a k sin a k
adj hyp

Draw (and discuss as you are drawing) the following flow chart for learners to copy into their
books:
Is the triangle
right-angled?
YES NO
Does the question Do you know a side

involve any angles? and its opposite angle?
YES NO YES NO
Use trig ratios: Use Pythagoras's Use the Use the

sin, cos and tan Theorem Sine Rule Cosine Rule

web links:
https://www.youtube.com/watch?v=iEWSqAk3hTw
(When to use the cosine rule)
https://www.youtube.com/watch?v=VKQfiJaEJvc
https://www.youtube.com/watch?v=qGRiZ6jsBJo
(Examples)
https://www.youtube.com/watch?v=-wsf88ELFkk
(A light-hearted rap song about the cosine rule)

Topic 3, 3,LESSON
TOPIC LESSON 4: TheAREA
4: THE AreaRULERule
THE AREA RULE

CAPS Page Number 37

Lesson Objectives
zz describe what is required to find the area of a triangle
zz find the area of triangles using the area rule.
4. Write work on the chalkboard before the learners arrive. Draw the two triangles for point 2.
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
19 181 4 220 1 232 10.2 336 6.10 285

Topic 3, LESSON 4: The Area Rule
INTRODUCTION
1. The area rule is the final rule regarding non-right-angled triangles. It is used to find area
when the base and/or perpendicular height are unknown.
Grade 12 Trigonometry.
DIRECT INSTRUCTION
1. Start the lesson by asking: How do we find the area of a triangle?

1
(
2 base = height).
#
Ask learners to find the area of the following two triangles:
10 cm 10 cm 3 cm 3 cm
14 cm 14 cm
4 cm 4 cm
1 1
Area =
2 base = height Area =
2 base = height
# #
1 1
= 2 (14) (10) m2 = 2 (4) (3) cm2
= 70m2 = 6cm2
2. Tell learners that they can be asked to find area of a triangle where the base and/or the
perpendicular height is not given, and that trigonometry can be used.
3. Ask learners to copy the drawing of the triangle down in their books under the heading:
The Area Rule.
B
A a

4. Write the area rule on the board for learners to copy down:
1
Area =
2 ab sin C
t
5. Get learners to focus their attention on a, b and C
Ask: What is the relationship between these two sides and this angle?
(The angle is between the two sides).
6. Point out that two sides and the included angle are always necessary to use the area rule.
7. Ask: Which other combinations could be used in this triangle to find the area?
t
a, c and Bt or b, c and A
8. Tell learners that it is quite common to be asked an area question where the necessary
information is not given and either the sine or cosine rule need to be used to find the
information required.
9. Do the following two worked examples. Learners should write them in their exercise books.

Find the area of TPQR Remind learners to label the sides according
Q to the angle that they are opposite from.
This is a straightforward question where
the information required (two sides and an
included angle) is given.
8 The values just need to be substituted into
the formula.
110° Learners need to be aware that the need to
P 9 R change the formula to suit the vertices of the
given triangle.
Solution:
1
Area =
2 pq sin R
1
Area = o
2 (8) (9) sin 110
Area = 33, 83 units2


Find the area of TPQR Remind learners to label the sides according
to the angle that they are opposite from.
Q
Ask: Do we have the required information?
t so that two sides and an
(No, we need Q
included angle will be available)
10 7 Ask: Do we have a complete pair of an
opposite side and angle?
(Yes)
t?
Ask: Can we use the sine rule to find Q
30°
P R t then use <’s
(No, but we can use it to find R
t ).
of a triangle to find Q
Solution:
sin R sin 30 o
10 = 7
7 sin R = 10 sin 30 o
10 sin 30 o
sin R = 7
t = 45, 6 o
`R
t = 104, 4 o
`Q (<’s of T )
1
Area =
2 pr sin Q
1
Area = (7) (10) sin 104, 4 o
2
Area = 33, 90 units2

web links:
https://www.youtube.com/watch?v=jVYjb0fgKaA

Topic TOPIC
3, LESSON 5: Proofs
3, LESSON ofOFthe
5: PROOFS THE3 3Rules
RULES and theAMBIGUOUS
AND THE Ambiguous Case
CASE of SINE
OF THE the RULE
Sine Rule
PROOFS OF THE 3 RULES AND THE

AMBIGUOUS CASE OF THE SINE RULE
CAPS Page Number 37

Lesson Objectives
zz prove the sine, cosine and area rules.
4. Write work on the chalkboard before the learners arrive. For this lesson draw the diagram for
the proof of the sine rule.
5. In the textbooks there are no exercises specifically testing knowledge of the proofs.

Topic 3, LESSON 5: Proofs of the 3 Rules and the Ambiguous Case of the Sine Rule
INTRODUCTION
1. This lesson has been placed after all three rules have been learned and practiced.
2. Use this lesson as an opportunity to consolidate learners’ understanding of the three rules.
Tell learners that knowing and understanding the proofs can assist them in making more
sense of the rules.
3. The ambiguous case of the sine rule was not covered in the lesson on the sine rule.
Experience has shown that most learners need to spend time on the rule itself before
alerting them to the ‘problems’ that could occur when dealing with the sine rule. The
ambiguous case of the sine rule has been covered in the form of an investigation which
learners can do with you in class.
DIRECT INSTRUCTION
1. Start the lesson by telling learners that we are now going to prove the three rules that have
just been covered.
2. Tell learners to write the heading ‘Proof of the Sine Rule’ in their exercise books and copy
the diagram: C
b a
h
A c D B
3. Go through the proof orally before writing it up with learners:

h
a) Get learners to focus on TACD . Ask: What is sin A equal to? a k
b
h
b) Get learners to focus on TBCD . Ask: What is sin B equal to? a a k
c) Point out to learners that h appears in both answers and that we will work with what
we have found to make h the subject of the formula. This way we will find what else is
equal.

4. Write up the proof and discuss it as you do each step:
In TACD : In TBCD :
h h
sin A = b sin B = a
` h = b sin A ` h = a sin B
` b sin A = a sin B
( ÷ both sides by ab )
b sin A a sin B
ab = ab
sin A sin B
Ñ a = b
Similarly, if the altitude was drawn from B, sin A = sin C
a c
and if the altitude was drawn from A sin C sin B
C = b
5. Tell learners to write the heading: ‘Proof of the Cosine Rule’ in their exercise books and to
copy this diagram:
C
b a
h
A D B
c
6. Go through the proof orally before writing it up with learners.

h
a) Get learners to focus on TACD . Ask: What is sin A equal to? a k
b
AD k
b) Get learners to focus on TACD again. Ask: What is cos A equal to? a
b
c) Making these statements allows us to make h and AD the subject of the formula.
d) Get learners to focus on TBCD . Write BD in terms of c and AD, then make a theorem
of Pythagoras statement.
e) Using what was found in (1) and (2), substitutions can be made into the theorem of
Pythagoras statement. This statement will be simplified.

In TACD :
h AD
sin A = b and cos A = b
` h = b sin A and AD = b cos A
but, BD = c - AD = c - b cos A
In TBCD :
a2 = BD2 + h2 Ask: How could we simplify the last two
` a2 = (c - b cos A) 2 + (b sin A) 2 terms?
a2 = c2 - 2bc cos A + b2 cos2 A + b2 sin2 A (Take out a HCF b2 )
Ask: What would be left over?
a2 = c2 - 2bc cos A + b2 (cos2 A + sin2 A) (cos2 A + sin2 A)
a2 = c2 - 2bc cos A + b2 ^1) Ask: What does that equal? (1)
a2 = c2 + b2 - 2bc cos A
8. Tell learners to write the heading: ‘Proof of the Area Rule’ in their exercise books and copy
the diagram:
b a
h
A D B
c
9. Go through the proof orally before writing it up with learners.
a) Ask: How would you find the area of TABC ?

1 1
( 2 b # = ht = 2 ch)
h
b) Get learners to focus on TACD . Ask: What is sin A equal to? a k
b
c) Using statement b) we can make h the subject of the formula and substitute it for h in
the area formula.

1
Area of TABC = 2 b # = ht
1
= 2 ch
In TACD :
h
sin A = b
` h = b sin A
1
Area of TABC = 2 ch
1
= 2 bc sin A
11. Ask if anyone has any questions.
12. Tell learners that you are going to show them the ambiguous case of the sine rule. This
means that in certain situations there can be two possible solutions.
13. Go through each step with learners. Tell learners that this situation can only occur if two
sides and an angle are given but the angle is not included.
Example
1. t if Ct = 33c , b = 10 and
For TABC find B A
c=6
Draw a sketch. 6 10
33°
B C
t sin B sin 33 o
2. Use the sine rule to find B
10 = 6
sin B = 0, 9077…
` B t = 65, 2 o
3. We have found one value for angle B, but we 180° - 65,2° = 114,8°
need to see if there’s another possible value. To
do this, we’ll subtract the angle from 180°.

4. To see if this is a valid answer, we must add it to 114,8 ° + 33° = 147,8°

the other existing angle. If their sum is less than
180°, we know a triangle can exist. If, however, Another triangle could exist.
it is over 180°, then it is not a valid answer
(because the three angles of a triangle must
add up to 180°).
5. Let’s see why: Could the triangle look like this?
A
10
6
B
C
6. SO, remember that if you are given two sides and one angle of a triangle (SSA), you
don’t have enough information to know exactly what that triangle looks like.
The reason for this possibility:
This can occur because sin i = sin ^180 o - ih and when inverse sine is used to find an
angle, the calculator is technically only giving the reference angle.

web links:
https://www.youtube.com/watch?v=7jMMS6geVmk
(Proof of cosine rule – slightly different to the one in the lesson)
https://www.youtube.com/watch?v=Zh2JfMU-sVE
(Proof of sine rule)
https://www.youtube.com/watch?v=P6H8KIWOFEA
(Proof of area rule)
https://www.youtube.com/watch?v=S1oDtGHC2iA
(Ambiguous case of sine rule)

TOPIC 3, LESSON
Topic 3,6:Lesson
2 DIMENSIONAL QUESTIONS
6: 2 Dimensional QuestionsINVOLVING ALL
Involving All 3 RULES
3 Rules
2 DIMENSIONAL QUESTIONS INVOLVING ALL

3 RULES
CAPS Page Number 37

Lesson Objectives
zz solve 2-dimensional problems involving the use of the sine, cosine and area rules.
5. Write work on the chalkboard before the learners arrive. For this lesson draw the diagram for
the first example.
lesson plans.

Topic 3, Lesson 6: 2 Dimensional Questions Involving All 3 Rules
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
20 184 6 223 4 246 10.6 356 6.13 299

7 226 5 248 10.7 362
8 228
9 230
INTRODUCTION
1. This lesson is made up of several fully worked examples from past examinations.
2. Most questions combine at least two of the concepts covered in this topic which include,
solving right-angled triangles, using the sine and cosine rules to solve non-right-angled
triangles and using the area rule to find the area of a triangle.
3. All the questions involve 2-dimensional depictions.
DIRECT INSTRUCTION
1. Tell learners that this lesson is going to be spent doing questions from previous
examinations which will allow us to consolidate the rules learned and be exposed to the
types of questions to expect.
2. Before starting the examples ask learners to remind you what the following mean:
zz Horizontal plane
zz Angle of elevation
zz Angle of depression
(Although these were discussed in the first lesson, learners may need a reminder).

3. Do the worked examples with learners. Learners should write the worked examples in their
exercise books.
The diagrams in the examples are provided in the Resource Pack.

The diagrams have been enlarged for your convenience.
Resources 17 and 18.

Quadrilateral ABCD is drawn with Remind learners to label the sides according
BC = 235m and AB = 90,52m. to the angle that they are opposite from.
t = 31, 23 o ;
It is also given that ADB Tell learners to confirm that all the information
DABt = 109, 16 o and CBDt = 48, 88 o from the question has been transferred to the
A diagram.
109,16°
90,52 m
D 31,23°
48,88° B
235 m
C
Determine the length of:
a) BD Ask: do we know a side and its opposite
angle? (yes)
Determine the length of:
b) CD Ask: Do we know a side and its opposite
NSC NOV 2016 angle?
(no)
Ask: What rule will we use?
(cosine)

Solution:
a) BD 90, 52
sin 109, 16 o = sin 31, 23 o
BD sin 31, 23 o = 90, 52 sin 109, 16 o
90, 52 sin 109, 16 o
BD = sin 31, 23 o
` BD = 164, 92 m m
b) CD2 = (164, 92) 2 + (235) 2 - 2^164, 92h^235h cos 48, 88 o
CD2 = 31448, 48739
` CD = 177, 34 m

In the diagram below, PQ is a straight line 1500m Remind learners to label the sides
long. RS is a vertical tower 158m high with P, Q according to the angle that they are
and S points in the same horizontal plane. The opposite from in the non-right-angled
angles of elevation of R from P and Q are 25° and triangle.
t = 30 o .
i . SPQ
158 m
S
25°

30°
P 1500 m Q
a) Determine the length of PS. Ask: Which triangle must we work in?
( TPRS )
Ask: Which rule will we use?
(None – use right-angled trigonometry.
opp/adj ` use tan).
b) Determine the length of SQ. Ask: Which triangle must we work in?
( TPSQ )
(cosine – we don’t have a complete pair
of an opposite side and angle OR we
have two sides and an included angle).

c) Hence, find the value of i . Ask: Which triangle must we work in?
( TRSQ )
(None – use right-angled trigonometry.
opp/adj ` use tan).
d) Determine the area of TSPQ . Ask: Do we have two sides and an
EC 2015 included angle?
(Yes – use formula and substitute)
Solution:
a)
158
tan 25 o = PS
PS tan 25 o = 158
158
PS = tan 25 o
` PS = 338, 83 m
b) SQ2 = (338, 83) 2 + (1500) 2 - 2^338, 83h^1500h cos 30 o

SQ2 = 1484499, 60….
` SQ = 1218, 4 m
158
c) tan i =
1218, 4
` i = 7, 39 o
1^
d) Area = o
2 1500h^338, 83h sin 30
Area = 127061, 25m2
Stop and give learners the opportunity to practice some questions from their textbooks that
involve actual values. If the textbook you use doesn’t have two separate exercises (values
vs variables), then give learners only the questions from the exercise that deal with actual
values. The rest can be completed after the following example has been done.


t = b and
t = a , PQS
In the figure below, , SPQ Remind learners to label the sides according
PQ = h . PQ and SR are perpendicular to to the angle that they are opposite from.
RQ. Reassure learners that this question uses
all the knowledge that they already have
P and that the only difference being that their
a answers will not be actual values.
R Q
a) Determine the distance of SQ in terms of Ask: Which triangle must we work in?
a, b and h . ( TPSQ )
Point out that although we don’t have a
complete pair of an opposite side and angle,
we do have two angles and can therefore
use angles of a triangle to find the 3rd angle.
If learners are struggling with the idea of
using variables and are not able to find what
is required (as in an actual value) advise
them to ask themselves what they would do
IF all the variables given were actual values.
(sine rule)
Once this has been written down, the
expression will need manipulating to make
SQ the subject of the formula.
When SQ has been found, learners should fill
it in on the diagram.
b) Hence, show that Ask: Which triangle must we work in?
h sin a cos b ( TSRQ )
sin (a + bsin (a + bh
RS =
Ask: Do we have enough information?
EXEMPLAR 2013 (No – we only have a right angle and SQ)
Ask: Can we find another angle?
t because RQP
(Yes - SQR t = 90 o )
Once this has been established, a statement
will be made regarding RS and manipulation
of the expression will be required.

Solution:
a) t = 180 o - (a + b)
PSQ After the first step of the sine rule,
SQ h
sin a = sin (180 - â + bh) ask: How do we reduce angles:
SQ (180°-) is in quadrant …. where sine

h
sin a = sin â + bh is ….. therefore, we can reduce the
h sin a angle to…?
SQ =
sin â + bh
a) t = 90 o - b
SQR
t = RS
sin SQR SQ
RS
sin (90c - b) = h sin a
sin â + bh
RS
cos b = h sin a
sin â + bh
h sin a
cos b. = RS
sin â + bh After the 2nd step (substitution), Ask:
How do we reduce angles in the form
h sin a. cos b.
` = RS 90°-? (complementary angles)
sin â + bh
D ADDITIONAL ACTIVITIES/ READING

web links:
https://www.youtube.com/watch?v=CPjB_z7PZt0
https://www.youtube.com/watch?v=j3VLbjsWdHo
(sine or cosine rule?)
https://www.youtube.com/watch?v=p1ZnrdxNe4I
(Architecture: Law of Sines and Law of Cosines - Why use them?)

TopicTOPIC
3, LESSON
3, LESSON7:7:Revision andCONSOLIDATION
REVISION AND Consolidation
REVISION AND CONSOLIDATION


CAPS Page Number 37
Lesson Objectives
By the end of the lesson, learners will have consolidated and revised the:
zz sine rule
zz cosine rule
zz area rule.
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
Rev 232 Qu’s 250 Rev 364 6.14 302
(13-15)

Topic 3, LESSON 7: Revision and Consolidation
INTRODUCTION
1. Ask learners to revise what they have learned in this section. Spend time pointing out issues
learners during the topic.
DIRECT INSTRUCTION
Ask learners to do the revision exercise from their textbook. If you have an additional worksheet
or a past test paper, this would also be an excellent way for them to consolidate what they have
learned. It would also give them another opportunity of knowing what to expect in an
assessment.

TOPICTopic
4: FINANCE,
4: Finance, GROWTH AND
Growth and DECAY
Decay
Term 3, Topic 4, TOPIC OVERVIEW
FINANCE, GROWTH AND DECAY
TOPIC OVERVIEW A
zz This topic is the fourth of five topics in Term 3.
zz It is presented over five lessons.
An approximate time has been allocated to each lesson (which will total 9 hours). For exam-
ple, one lesson in this topic could take two school lessons. Plan according to your school’s
timetable.
zz Finance, Growth and Decay counts 10% of the final Paper 1 examination.
zz This topic covers depreciation, nominal and effective interest and different periods of com-
pound growth and decay.
zz An understanding of financial matters is an important life skill required by all learners. This
is a learned skill which is not taught by all parents – this makes the teacher’s role at school
even more important.

1 Revision 1,5 4 Nominal and Effective 1,5
interest rates
2 Depreciation 2 5 Revision and 1
Consolidation
3 Different periods of 3
compounding growth
and decay

Topic 4: Finance, Growth and Decay
B SEQUENTIAL TABLE

zz Use the simple and zz Use simple and zz Solve problems involving
compound growth compound decay present and future value
formulae to solve formulae to solve annuities
problems problems, including: zz Calculate the value of
These problems must • Straight line depreci- n (time period) using
include: ation logarithms
zz hire purchase • Reducing balance zz Critically analyse different
zz inflation depreciation loan options.
zz population growth • Nominal and effective
zz exchange rates interest rates
(implications of zz The effect of different
fluctuating rates). periods of compounding
growth and decay.

According to NSC Diagnostic Reports there are several issues pertaining to Finance, Growth
and Decay.
These include:
zz a lack of understanding of the term depreciation

zz finance needs to be taught with more insight – it is not merely a substitution of values into a
formula
zz basic algebraic skills, such as multiplication and exponential laws, need to be taught prop-
erly then reinforced throughout the FET phase
zz learners should be encouraged to check whether their solutions seem ‘reasonable’
zz rounding off must only be done at the end of a process – not in the middle of a problem.
While teaching Financial mathematics, it is important to make it real for the learners.
Where possible, use examples from daily life which make sense to learners.

ASSESSMENT OF THE TOPIC D

• Two tests
zz Two tests, with memorandum, are provided in the Resource Pack. The tests are aligned to
zz The questions usually take the form of real life situations that require, for example, a calcu-
lation of interest with an understanding of nominal and effective interest or calculating an
item’s worth taking inflation or depreciation into account.
Term Explanation
The initial or capital sum of money. This amount can represent a

principal amount
borrowed or invested amount of money
profit Money made when income exceeds (is bigger than) expenditure
(You make more money than you spend)
loss Money lost when expenditure exceeds income
(You spend more than you made)
discount Paying less than the usual price
A percentage of the original price is taken off
budget A plan to manage money
loan Borrowing of money
interest The extra money paid back after taking a loan
interest rate The percentage of interest charged (loan) or received (investment)

Rate is often quoted per annum (year)
simple interest The interest on a loan that is calculated on a yearly basis
Interest on a loan amount is charged with only the principal amount
taken into consideration
instalment A sum of money due as one of several equal payments for something,
spread over an agreed period of time

exchange rate The rate of one country’s money against another country’s money
VAT Value Added Tax (VAT) s paid on goods or services

In South Africa VAT is 15% of the price
hire purchase When an item is purchased but only a deposit is paid and then the
item is paid off monthly over a specified period of time. The interest
charged is always simple interest. Officially, the goods bought are
being hired until the payments are complete
deposit A sum of money paid as a first instalment on an item with the
understanding that the balance will be paid at a later stage
compound interest Interest is calculated not only on the principal amount but will also
include any accumulated interest that has been added at certain time
intervals
inflation A general increase in prices and fall in the purchasing value of money.
Inflation is always calculated using compound interest
fixed deposit A single deposit invested for a certain period of time at a fixed interest
rate
depreciation A reduction in the value of an asset over time, particularly due to wear
and tear (use)
nominal interest The interest rate before taking inflation into account
Nominal can also refer to the advertised or stated interest rate on a
loan, without taking into account any fees or compounding of interest
effective interest The interest rate that is actually earned or paid on an investment, loan
or other financial product due to the result of compounding over a
given time period

Topic
TOPIC4,4,LESSON
LESSON 1:1:REVISION
Revision
REVISION

CAPS Page Number 37
Lesson Objectives
zz simple interest and hire purchase
zz compound interest and inflation
zz exchange rates.
at the end of a Grade 10 textbook or items from a Grade 10 test on Finance.
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
1 269 Qu’s 252 11.1 369 9.1 376

Topic 4, LESSON 1: Revision
INTRODUCTION
1. This lesson takes the form of working through questions from two Grade 10 final exams.
As you work through the solutions, remind learners or re-teach the concepts covered in
previous years.
2. Although Finance is not a major part of the final examination, it will be useful to all learners
after school. Everyone needs some knowledge of financial matters in their own lives –
particularly once they start working.
DIRECT INSTRUCTION
1. Start the lesson by asking learners what they remember learning in Financial Mathematics
in Grade 10. As topics are given, write them on the board. Tell learners to write the list in
their exercise books. Ensure the following items are on the list:
zz Simple interest
zz Compound interest
zz Exchange rates
zz Hire purchase
zz Inflation.
Ask learners questions to assess what they remember from last year. Tell them to take
notes when you sum up (or add to) what they can tell you.
2. Ask: What is the formula for simple interest?

( A = P (1 + n.i) )
What do the A, P, n and i represent?
(Accumulated or final amount;
Principal or starting amount; number of years; interest rate).
3. Ask: What is the formula for compound interest?

( A = P^1 + ihn )
What do the A, P, n and i represent?
(Accumulated or final amount;
Principal or starting amount; number of years; interest rate).

Although learners are likely to tell you that n represents number of years mention that
this will not always be the case. It is best to think of n as the number of time periods that
interest will be calculated. Tell learners that in Grade 11 they learn about interest that
could be compounded monthly or weekly.
4. Ask:
What does it mean to buy an item on hire purchase?
(Pay a deposit, pay monthly instalments over a certain period of time usually at a high
interest rate).
Ask:
What type of interest is used for hire purchase?
(Simple)
5. Ask: What does the term inflation mean?

(A general increase in prices and fall in the purchasing value of money).
Ask: What type of interest is used for calculating the rate of inflation?
(Compound)
Why?
(Because the new price each year needs to be taken into account; therefore it is
interest on interest).
Learners should now have a summary of the financial mathematics they should already
know.
6. Tell learners that you are going to spend the rest of the lesson doing some questions
from previous Grade 10 examinations. Encourage learners to assist you in answering the
questions and/or asking questions if they do not understand something.

Thando has R4 500 in his savings account. This may seem like a straightforward
The bank pays him a compound interest rate question, but learners need to notice that
of 4,25% p.a. Thando withdraws the money after 30
Calculate the amount that Thando receives if months which is not a complete number
he decides to withdraw the money after of full years. This needs to be adjusted
30 months. accordingly to find the value of n
2012 Exemplar Ask: How many years is 30 months?
(2,5)
Solution:
A = P^1 + ihn
A = 4500^1 + 0, 0425h2,5
A = 4993, 47
Thando would have R4993,47


The following advertisement appeared Ask: What needs to be the first calculation?
with regards to buying a bicycle on a hire (Taking the deposit off the total amount)
purchase agreement loan: Remind learners that the deposit is paid
upfront and is therefore not considered when
Purchase price: R5999 adding on the interest.
Required deposit: R600 Ask: What needs to be done once the
Loan term: ONLY 18 months at 8% deposit is subtracted? (The total amount
p.a. simple interest owing must be calculated using the simple
interest formula)
a) Calculate the monthly amount that a Ask: What will n be? (1,5)
person must budget for, in order to pay for Ask: What needs to be done with the new
the bicycle. amount to find the monthly instalments?
(Divide the total by number of months).
b) How much interest does one have to pay Remind learners of the difference between
over the full term of the loan? interest and interest rate. The interest is a
2012 Exemplar total amount of money.
Ask: how would we calculate the interest
paid? (subtract the total ‘borrowed’ from the
total paid).
Solution:
a) Loan amount required: R5999 - R600 = R5399
Total owing: A = P (1 + n.i)

A = 5399 (1 + (1, 5) (0, 08))
A = 6046, 88
6046, 88
Monthly payment: = 335, 94
18
R335,94 will need to be budgeted
b) R6046,88 - R5399 = R647,88


The following information is given: Ask: What do we need to find out first?
1 ounce = 28,35g (How many ounces of gold are in a kg)
$1 = R8,79 Ask: What calculation needs to be done
Calculate the rand value of a 1kg gold bar, if next?
1 ounce of gold is worth $978,34. (Find what that will cost in dollars before
2012 Exemplar changing it into the rands value.)
Solution:
1kg = 1000g Remind learners to keep the
1000 answer in their calculator to
` 28, 35 = 35, 2733….
Cost in dollars = = 35, 2733…. # 978, 34 = 34509, 347…. ensure as accurate answer as
Cost in rands = 34509, 347…. # 8, 79 = 303337, 16 possible.
This would be an ideal opportunity to explain why the strength of one’s own currency is
so important to the economy. Ask learners to calculate the cost of the same gold if the
exchange rate was R12,43 to the dollar (R428 951,19). Quite a difference!

Zach likes to travel. He has saved R5000 as
spending money for his vacation in Australia
at the end of this year (2015).
a) Zach looks up the exchange rate on the The changing of one rate to another with
internet. Using the information in the table the rate given should be straightforward for
below, calculate how many Australian learners.
dollars Zach can buy for R5000.
Currency Equivalent Rand equivalent of
value of R1 unit of currency
Australian 0,105058 9,518569
dollar
Zach plans another trip to Australia at the

end of 2018
b) Assume that the average annual rate Ask: What calculation is required?
of inflation in South Africa will be 6,1% (Use 5000 as the principal amount and use
over the next three years. In 2018, what compound interest to find what it will have
amount of money will be equivalent to the increased to in 3 years’ time).
value of R5000 now?

c) Zach plans to invest equal amounts into a Ask: What is the unknown in this question?
savings account on 1 December 2016 and (The principal amount that Zach needs to
1 December 2017 to have accumulated save).
an amount of R5980 by 1 December Ask: Do we know the other values – A, n
2018. If this account earns interest at 9% and i?
p.a. compounded annually, how much (Yes, but the n will change as the first amount
money should Zach deposit into the will grow for two years and the second
account on each occasion? amount will grow for one year).
NSC NOV 2015 Point out that the two amounts will have to be
seen as separate savings.
Tell learners that algebraic skills will be used
in this calculation.
Solution:
a) R1 = 0,105058 AUS dollars
` R5000 # 0, 105058 = 525, 29
Zach will be able to buy $525,29
n
b) A = P^1 + ih
A = 5000^1 + 0, 061h3
A = 5971, 95
c) P^1 + ihn + P^1 + ihn = 5980
Ask how the first two terms can
P^1 + 0, 09h2 + P^1 + 0, 09h1 = 5980
be simplified
P^1, 09h2 + P^1, 09h1 = 5980 (Take out a common factor P)
P (^1, 09h2 + 1, 09) = 5980
5980
P=
^^1, 09h2 + 1, 09h
P = 2624, 99
Zach will have to invest R2624,99 each year.

Topic 4, 4,LESSON
TOPIC 2: DEPRECIATION
LESSON 2: Depreciation
DEPRECIATION

CAPS Page Number 37
Lesson Objectives
zz differentiate between straight line and reducing balance depreciation
zz solve problems involving depreciation.
4. Write work on the chalkboard before the learners arrive. For this lesson draw the graphs
from point 4.
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
2 275 1 240 4 266 11.9 392 9.2 381
5 269 9.3 385
6 271

Topic 4, LESSON 2: Depreciation
INTRODUCTION
1. All homes have items that will depreciate over time. It is important that learners understand
this concept.
DIRECT INSTRUCTION
1. Start the lesson by asking learners if anyone knows what depreciation means and how it
could affect us. Listen to a few responses before confirming a definition that learners can
write in their exercise books.
2. Depreciation is a reduction in the value of an asset over time, particularly due to wear and
tear. The current value of an asset after depreciation is often known as the book value.
3. Tell learners that there are two types of depreciation – one where the asset is eventually
worth nothing at all and another where the asset’s value decreases but it will always be
worth something.
4. Show learners the two visual representations of depreciation:
1200 1200
1000 1000
800 800
600 600
400 400
200 200
0 1 2 3 4 5 6 0 2 4 6 8 10
5. Ask: Can you see that the first type of depreciation will reach zero after a period of time?
Ask: Can you see that the second type of depreciation is not going to get to zero?
Ask: What is the second graph called and why it won’t reach zero?
(It is an exponential function and zero represents the asymptote).
6. The first type of depreciation is called ‘Straight Line’ depreciation and the second type is
called ‘Reducing Balance’ depreciation. Write each heading below its corresponding graph
and ask learners to draw a sketch of the graph with its heading.

7. Refer to the two graphs and ask learners to note the following:
zz If an item depreciates on a straight-line balance it depreciates by the same amount each

year.
zz If an item depreciates on a reducing balance it depreciates by a smaller amount with
each year that goes by.
8. Ask: Why do you think an item depreciates by a smaller amount each year?
(Each year it is worth less and each year it reduces by a percentage of its value at the
beginning of that year).
Ask: Why can this value never (theoretically) be zero?
(A percentage of an amount can never be zero).
Point out why you used the word theoretically – the item will eventually be worth such a
small amount that it will round to zero.
9. Tell learners that now you are going to discuss the formulae for each type with them.
Remind them that simple interest produced a straight-line graph and that compound interest
produced an exponential graph. It follows then that the formulae are linked to the formulae
that have been used before.
10. Ask: Which part of each formula do you think will be different for calculating depreciation?
(The addition will have to be subtraction to ensure the principal amount is less than the
accumulated amount).
11. Ask learners to write down the two formulae:
Straight line depreciation A = P (1 - n.i)

Reducing balance depreciation A = P (1 - i) n
12. Do the following worked example with learners. Learners should write it in their books.

A fridge costs R9999. Calculate what it will Tell learners that this is questioning
be worth in 5 years’ time if it depreciates: depreciation in a straightforward way and all
a) on a reducing balance at 8% p.a. that is required is substitution into the correct
b) on a straight-line basis at 10% p.a. formula.
Solution:
a) A = P (1 - i) b) A = P (1 - n.i)
n
A = 9999 (1 - 0, 08) 5 A = 9999 (1 - (5) (0, 1)

A = 6590, 16 A = 4999, 50

13. Tell learners that you will now look at a few more ways that a question could be asked to
develop their understanding of depreciation further.

The price of a new school bus is R540 000. Tell learners that this is questioning
The value of the bus decreases at 11% per depreciation in a straightforward way and all
annum according to the diminishing balance that is required is substitution into the correct
method. Calculate the value of the bus after formula.
8 years.
EC 2015
Solution:
A = P (1 - i) n
A = 540000 (1 - 0, 11) 8
A = 212575, 80
The value of the bus is R212 575,80
A cellphone is currently worth R3 037,50. Ask: What is required?
It depreciated for 3 years at a rate of 25% per (The original value – the ‘P’ in the formula)
annum on a reducing balance method. This is an important issue – learners tend to
adapted from EC 2016 want to put the value known into P’s place.
Remind learners that in a depreciation
question, the principal amount should always
be larger than the final amount.
This will require substitution and solving.
Solution:
A = P (1 - i) n
3037, 50 = P (1 - 0, 25) 3
3037, 50
=P
(1 - 0, 25) 3
` P = 7200
The cellphone cost R7 200.


A tractor bought for R120 000 depreciates Ask: What is required?
to R11 090,41 after 12 years by using the (The rate of depreciation)
reducing balance method. Calculate the rate This requires substitution and solving.
of depreciation per annum. (The rate was Remind learners that when i has been
fixed over the 12 years). found, it is the decimal version of the
NSC NOV 2014 percentage. i will still have to be changed
into a percentage.
Solution:
A = P (1 - i) n
11090, 41 = 120000 (1 - i) 12
11090, 41
120000 = (1 - i)
12
12 11090, 41
120000 = 1 - i
12 11090, 41
120000 - 1 =- i
- 0, 17999…. =- i
` i = 0, 17999….
` the rate of depreciation is 18%.

web links:
https://www.profitbooks.net/what-is-depreciation/

Topic 4,TOPIC
LESSON 3: DIFFERENT
4, LESSON 3: DIFFERENTPERIODS OFCOMPOUND
PERIODS OF COMPOUND GROWTH
GROWTH AND DECAY
AND DECAY
DIFFERENT PERIODS OF COMPOUND

GROWTH AND DECAY (INCLUDING
TIMELINES)
CAPS Page Number 37

Lesson Objectives
zz solve complex problems with changing rates and withdrawals using timelines.
4. Write work on the chalkboard before the learners arrive. For this lesson write the table from
point 4.
lesson plans.

Topic 4, LESSON 3: DIFFERENT PERIODS OF COMPOUND GROWTH AND DECAY
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
3 279 2 249 1 255 11.3 374 9.5 393
5 285 2 258 11.4 377
6 289 11.5 380
11.6 382
INTRODUCTION
1. Although there is only one main concept covered in this lesson, there are many new ideas.
2. The lesson has been designed to go through each idea in detail to assist learners to
encounter each new idea on its own before combining them at the end.
3. Some textbooks only have one exercise and others have more. The textbooks with more
exercises have assessed each of the new ideas as they have been taught. Check carefully
when to stop teaching and when to allow learners to practice what has been taught. The
more often learners work independently to do a few questions themselves, the better.
DIRECT INSTRUCTION
1. Start the lesson by telling learners that up until now they have only dealt with interest rates
on an annual basis. In fact it is possible to compound interest on a more frequent basis, for
example, semi-annually (twice a year), monthly (12 times a year), weekly (52 times per year)
or even daily (365 times per year).
2. Explain that this means that the n does not always represent a year (as mentioned in the
first lesson in this section). The n represents the number of times that the interest will be
calculated.
For example: If interest is offered monthly and money is being saved for 3 years, what would
n represent? (36 - there are 36 months in 3 years; 3 years × 12)

3. The interest rate is always given per annum, but now we are saying that the rate is actually
monthly. This means that if the interest rate is per annum, but it is offered monthly then it
needs to be divided by 12 because it will be calculated every month.
4. Tell learners to record the summary of what needs to be done when interest is compounded
over different time periods:
n i
annually Number of years i
semi-annually Number of years # 2 i

2
quarterly Number of years # 4 i
4
monthly Number of years # 12 i
12
weekly Number of years # 52 i

52
daily Number of years # 365 i
356
5. Ask learners to calculate the following possibilities:

Find the future value of an investment of R5 000 after 4 years if the interest rate of 7,5% is
compounded:
a) annually b) semi-annually c) quarterly
d) monthly e) weekly f) daily
Solutions:
a) annually: b) semi-annually: c) quarterly:
0, 075 8 0, 075 16
A = 5000^1 + 0, 075h4 A = 5000 a1 + 2
k A = 5000 a1 + 4
k
A = R6677, 35 A = R6712, 35 A = R6730, 57
d) monthly: e) weekly: f) daily:
0, 075 48 0, 075 208 0, 075 1424

A = 5000 a1 + 12 k A = 5000 a1 + 52 k A = 5000 a1 + 356 k
A = R6743, 00 A = R6747, 84 A = R6749, 08
6. Ask: What do you notice about each of these amounts and their periods of interest earned?
(The more often that interest is calculated and added, the more money is saved).

7. Learners need to read carefully when answering these types of questions and to be aware
of the period of saving time.
Ask: If a sum of money was saved for 5,5 years at an interest compounded monthly, what
would ‘n’ be equal to? (5,5 × 12 = 66)
8. Do the following two worked examples with learners. Learners should write the worked
examples in their exercise books.

What amount of money Ask: What value in the formula is required?
should Godfrey invest (P – the principal amount)
for 6 years at an interest Ask: What is ‘n’ equal to - the number of interest
rate of 8,8% per annum calculations? (6 × 2 = 12)
compounded semi-annually Ask: What is ‘i’ equal to – the amount of interest given within
to have an amount of each time period?
R15 000 saved? 0, 088
a k
2
Solution:
0, 088 12
15000 = P a1 + 2
k
15000
0, 088 12 = P
a1 + k
2
` P = R8947, 16
Cyril has R5000 and wants to invest it so that Ask: What value in the formula is required?
it grows to R8000. He has 4 years to do so. (i – the interest rate)
What interest rate, compounded monthly, Ask: What must we remember to do with
needs to be offered for this to be possible? the interest rate?
(Divide by 12 as it is compounded monthly).
Ask: What is ‘n’ equal to - the number of
interest calculations?
(4 x 12 = 48)
Solution:
i 48
8000 = 5000 a1 + 12 k
8 a i k48
5 = 1 + 12
48 8 i
5 - 1 = 12
a 8
5 - 1 k ×12 = i
48
0, 11807… = i
` 11, 81%

9. When working in reverse (finding the principal amount as in the first example) learners
should note the following:
Learners should write down the compound interest formula then make P the subject of the
formula:
A = P (1 + i) n
A
=P
(1 + i) n
At this step, ask: What can you do to have no fractions in the formula?
(Use the laws of exponents to have the power in the numerator position).
A (1 + i) -n = P
Learners can use this version of the formula if they wish to when finding the principal
amount. It will also be useful later in the lesson.
10. Calculations regarding saving money and paying back a loan are not always as simple as in
previous grades. In the real world, someone may put some money in savings then need to
take a portion of it out. The bank may change the interest rate offered during the course of
some money being saved.
11. These issues could make a calculation more complicated. To assist us in solving these
problems, we are going to use timelines. Timelines are visual representations of all the
changes that happen during the entire period of time that an amount of money is saved, or a
loan is paid back.
12. First we will look at only the interest rate being changed during the savings period.
13. Use the following example to illustrate the use of a timeline.
This example is used as the introduction to use timelines. Any examples that follow will
not be done in such detail. Ensure you are comfortable with the process so that each
question requiring a timeline can be done in a similar way from now on.
Learners should take the worked example down, making notes as they do so.


Thembi invests R16 000 for a period of 7 Learners should highlight or underline all
years into an account that pays 9% p.a. the key figures (amounts, interest rates and
compounded monthly for the first 3 years. years).
The interest rate then changes to 9,5% p.a. The different times mentioned over the entire
compounded semi-annually. Calculate the period will be written as follows: T1 or T5
future value of her investment. for example, which mean Term 1 (year 1) or
Term 5 (year 5).
The beginning of the entire period is
represented as T0 . Learners should see this
as the very first day, when Thembi goes into
the bank with her money and a year has not
yet passed (zero years).
Work through the making of the timeline as follows:
1. List all the key times ( T0, T3, T7 )
2. Fill in the invested amount at T0 (R16 000)
3. Consider the interest rates. Use a curve to show all the years that share the same interest
rate and fill in the rate above each curve (including the amount it will be divided by
according to the compounding period).
0, 09 0, 095
12 2
T0 T3 T7
16 000 ?
Learners should tick off each piece of information as they put it onto the timeline to ensure
nothing is left out.
Learners should proceed in the same order each time they make a timeline as this will
assist them in following a certain routine and therefore also not leaving something out.
Tell learners to notice the direction of the arrows – they are moving forward – the money is
growing.

Once the time line has been drawn up discuss with learners:
Can you see that we will need to know how much money there is at the end of the 3 years to
know the new principal amount which will help us to calculate what is available at the end of
the 7 years?
Ask for a volunteer to: Write the formula for the first 3 years on the board and fill in the
appropriate values.
A = P^1 + ihn
0, 09 36
A = 16000 a1 + 12 k
Discuss each of the values, ensuring learners know where they all come from.
Ask: Do you all agree that this amount, once calculated, will be how much money is in
Thembi’s account before the interest rate changes for the following 4 years?
In other words, it will be the new principal amount.
Ask for a volunteer to: Write the formula for the next 4 years on the board and fill in the
appropriate values? For now we will call the unknown amount P.
A = P^1 + ihn
0, 095 8
A = P a1 + 2 k
Discuss each of the values, ensuring learners know where they all come from.
Tell learners that instead of doing TWO calculations you are going to show them how to do it
into one calculation:
Rewrite the last calculation written, but leave a bigger space when writing the P .
0, 095 8
A = P c1 + m
2
Remind learners that they agreed that the P would be the first calculation.
Erase the P and replace it with the first calculation:
0, 09 36
A = 16000 a1 + 12 k c1 +
0, 095 8
m
2
Learners may find it easier to see it written as follows:
A = :16000 a1 + 12 k Dc1 +
0, 09 36 0, 095 8
m
2
Remind learners that the square brackets represent the ‘new’ P . The square brackets are
not essential when using the calculator.
This can be done as it stands on the calculator. Ask learners to do the calculation.
A = 30351, 08
Thembi will have R30 351,08 at the end of the 7 years.

14. Tell learners that a similar question could be asked when working in reverse is required
(finding the amount that was initially saved).
Remind learners of the formula derived when finding the value of P is required:
A (1 + i) -n = P
15. Do this worked example with learners:

Xolile invested a certain sum of money for Remind learners to highlight or underline the
8 years at 7,5% p.a. compounded semi- key figures.
annually for the first 2 years and 8,5% p.a. Ask: What are the time periods?
compounded quarterly for the next 6 years. ( T0, T2, T8 )
At the end of 8 years her money had grown Ask: What are the different interest rates?
0, 075 0, 085
to R8636,44. a k
2 ; 4
Find the amount that Xolile invested.
Ask: Where will the amount of R8636,44 be
placed on the timeline?
(At the end because it is the accumulated
amount.
Once the timeline has been drawn, show
learners that we will be starting at the back
and working in reverse.
Due to P being the subject of the formula,
remember that the exponents will be
negative.
Solution: 0, 075 0, 085
2 4
T0 T2 T8
? 8636,44
Tell learners to notice the direction of the arrows – they are going backwards
– the money is decreasing.
0, 085 -24 0, 075 -4

P = 8636, 44 a1 + 4
k a1 +
2
k
P = 4500
Xolile started with R4 500
16. Ask if anyone has any questions or needs anything to be explained again.

17. Tell learners that not only interest rates could change, but the people saving could decide to
make an additional payment during the savings period or they could need the money and
need to make a withdrawal. This will be dealt with now.
18. Tell learners that timelines become more important as the situation gets more complicated.
19. Do the following worked example with learners. While drawing the timeline, ensure all
learners understand where each number placed on the timeline comes from and why it has
been placed in a certain position. When using the timeline to do the calculation, ensure that
all learners understand each part of the calculation.
Learners should write the worked example in their books.

Godfrey deposits R3 500 into a savings Remind learners to highlight or underline the
account. Three years later he deposits a key figures.
further R2 800. Ask: What are the time periods?
The interest rate for the first two years is 9% ( T0, T2, T3, T6 )
p.a. compounded monthly. The interest rate Tell learners to note that the time periods are
changes to 9,75% p.a. compounded quarterly not only linked to interest rate changes but
for the final 4 years of the investment period. also to a further payment.
How much does Godfrey have at the end of It is important that any year where something
the 6th year? happens needs to be noted.
Ask: What are the different interest rates?
0, 09 0, 0975
a k
12 ; 4
Solution: 0, 09 0, 0975
12 4
T0 T2 T3 T6
3500 +2800
Important advice for learners:

When any additional payments or withdrawals are made, it is easier to deal with each
amount ONE AT A TIME all the way to the end of the investment period and then add (or
subtract) the new amount along with the interest involved.
In this case: First work with what the R3 500 would have grown to in the 6 years as if that
was all that was saved. This will then be added to the second amount involved (R2 800)
along with any interest earned.
0, 09 24 0, 0975 16 0, 0975 12
A = 3500 a1 + 12 k a1 + 4 k + 2800 a1 + 4 k
Point out that the R2 800 was only in the account for three years – hence the n value is 4 × 3.
A = 9894, 15
Godfrey will have R9894,15 at the end of the investment period.

20. Ask learners if they have any questions or want anything explained again.
21. Tell learners that you will now do a worked example which includes a withdrawal during the
period of the investment.

Thomas invests R8 000. After 4 years Remind learners to highlight or underline the
he needs R3 500 for an emergency so key figures.
withdraws from the account. The interest rate Ask: What are the time periods?
is 11,2% compounded semi-annually for 3 ( T0, T3, T4, T5 )
years then changes to 10,5% compounded Ask: What are the different interest rates?
0, 112 0, 105
quarterly for the remaining 2 years of the a k
2 ; 4
investment. Remind learners that each amount will be
How much money will be available at the end dealt with separately.
of the investment period? Ask: What makes this example different from
the previous example?
(The money is being taken out of the
account)
Ask: Will Thomas just lose the R3 500?
(No – he will also lose the interest that the
money would have gained so this needs to
be added onto the R3 500).
Solution: 0, 112 0, 105
2 4
T0 T3 T4 T5
8000 -3500
0, 112 6 0, 105 8 0, 105 4

A = 8000 a1 + k a1 + k - 3500 a1 + k
2 4 4
A = 9766, 71
There will be R9766,71 available at the end of the investment period.


web links:
https://www.siyavula.com/read/maths/grade-11/finance-growth-and-decay/09-finance-growth-
and-decay-03
(This is from the Siyavula book for schools not already using the Siyavula book)

Topic 4, LESSON
TOPIC 4: Nominal
4, LESSON 4: NOMINAL and Effective
AND EFFECTIVE Interest
INTEREST RATES Rates
NOMINAL AND EFFECTIVE INTEREST RATES


CAPS Page Number 37
Lesson Objectives
zz explain the difference between nominal and effective interest rates
zz convert between nominal and effective rates
zz solve problems involving nominal and effective interest rates.
4. Write work on the chalkboard before the learners arrive. For this lesson write the two
questions from point 1.
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
4 282 3 262 11.8 388 9.6 397

Topic 4, LESSON 4: Nominal and Effective Interest Rates
INTRODUCTION
1. A better understanding of how interest rates work will enhance learners’ ability to manage
their own finances (if not now, in the future when they begin to earn money).
2. Where possible, relate examples to everyday life and associate concepts to what learners
may know.
DIRECT INSTRUCTION
1. Start the lesson by asking learners to do these two calculations:
a) R6 700 is saved for a year at an interest rate of 7% p.a. compounded annually. Find the
future value.
b) R6 700 is saved for a year at an interest rate of 7% p.a. compounded monthly.

Find the future value.
a) R7 169,00 b) R7 184,34
Tell learners that the interest rate of 7% mentioned in these examples is the nominal rate.
The nominal rate is the interest rate quoted by the financial institutions such as banks. Even
when banks quote 7% p.a. compounded monthly, the amount of interest really earned is a
little more than that.
3. Continue investigating the above examples. Ask learners to find the difference in money
made with the two options (R7 184,34 - R7 169,00 = R15,34).
4. Find the percentage increase:

15, 34
6700 ×100 = 0, 22895…%
Tell learners that by compounding the interest monthly, we have effectively earned 0,229%
more than the 7% quoted. In other words, the effective interest rate is 7,229%.
5. Learners should write down the definitions of nominal and effective interest:
Nominal interest rate: The interest rate quoted which does not consider the compounding
period.
Effective interest rate: The rate of interest effectively earned as it takes the compounding
period into account.
The more often compounding occurs, the higher the effective interest rate.

6. There is a formula that can change one type of rate of interest into the other type.
7. Write the formula on the board:
i kn
ieff = a1 + nom
n -1
8. Learners should record the formula and highlight it for easy reference. Tell learners that the
formula will not be given to them in assessments and that they need to know it.
9. Important issue regarding nominal and effective interest calculations:

ONLY one year is considered even if an investment of more than that is mentioned.
The formula will give an effective rate over the course of one year.
10. Summarise what each variable represents. Learners should write it down.
ieff – effective interest rate

inom – nominal interest rate
n – number of compounding periods in ONE year
11. Do the following three worked examples from past examinations. Learners should write
them in their exercise books:

Determine the effective interest rate if an Remind learners that their calculation must
investment earns interest at a nominal represent one year. It is important to note the
interest rate of 11,5% per annum, compounding period.
compounded quarterly. Ask: What is the compounding period?
EC 2015 (Quarterly)
Ask: How many quarters in one year? (4)
(This will be the n value.)
Solution:
i kn
ieff = a1 + nom
n -1
0, 115 4 Remind learners to always check that
ieff = a1 + 4 k - 1 their effective rate is a little higher than the
ieff = 0, 120055…. nominal rate.
` ieff = 12, 01%


Calculate the effective interest rate if interest Remind learners that their calculation must
is 9,8% p.a. compounded monthly. represent one year. It is important to note the
NSC NOV 2014 compounding period.
Ask: What is the compounding period?
(Monthly)
Ask: how many months in one year? (12)
(This will be the n value.)
Solution:
i kn
ieff = a1 + nom
n -1
0, 098 12
ieff = a1 + 12 k - 1
ieff = 0, 102523….
` ieff = 10, 25%

John invested R120 000. He is quoted
a nominal interest rate of 7,2% p.a.
compounded monthly.
a) Calculate the effective interest rate p.a. Ask: what is the compounding period?
correct to three decimal places. (monthly)
Ask: how many months in one year? (12)
This will be the n value.
b) Use the effective interest rate to calculate Remind learners that the effective interest
the value of John’s investment if he rate is per year. They will therefore not divide
invested the money for three years. it by 12 now – it is already annually due to
the conversion.
c) Suppose John invests his money for a A timeline will work best for this.
total of 4 years, but after 18 months he Ask: what are the time periods?
makes a withdrawal of R20 000. How ( T0, T1,5, T4 )
much will he receive at the end of 4 Remind learners that each amount will be
years? dealt with separately.
EC 2016

Solution:
a) i kn
ieff = a1 + nom
n -1
0, 072 12
ieff = a1 + k -1
12
ieff = 0, 074424….
` ieff = 7, 442%
b)
A = 120000^1 + 0, 07442h3
A = 148834, 46
c) 0, 072
12
T0 T1,5 T4
120 000 -20 000
0, 072 48 0, 072 30
A = 120000 a1 + 12 k - 20000 a1 + 12 k
A = 135981, 73
12. Ask directed so that you can ascertain learners’ level of understanding.

web links:
https://www.youtube.com/watch?v=-ikxtJELjLY

TOPIC Topic
4, LESSON 5: 5:REVISION
4, Lesson ANDconsolidation
Revision and CONSOLIDATION

CAPS Page Number 37

Lesson Objectives
zz all the concepts covered in the previous lessons.
lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
Rev 291 Rev 250 Qu’s 272 11.2 371 9.4 388
S Ch 292 Ch 10 294 Rev 394 9.7 399

Topic 4, Lesson 5: Revision and consolidation
INTRODUCTION
1. Ask learners to recap what they have learned in this section. Spend time pointing out issues
learners.
DIRECT INSTRUCTION
This lesson comprises three fully worked examples from past papers covering all the
concepts in this topic. As you work through these with the learners, it is important to
frequently talk about as many concepts as possible, and to use the correct terminology
repeatedly. For example, use the words simple interest, compound interest, inflation,
depreciation, nominal and effective interest rates wherever possible, constantly reminding
learners what they have already learnt.
Say: I am going to do two worked examples from past exam papers with you. You should write
them down as I do them, taking notes at the same time.
Example: 1 Teaching notes:

NSC NOV 2016
1. A machine costs R25 000 in 2016. Ask: What formula will we use?
Calculate the book value of the machine (The reducing balance depreciation formula
after 4 years if it depreciates at 9%p.a. A = P^1 - ihn )
according to the reducing balance Ask: What information has been given?
method. (P – principal amount, i – interest rate and
n – number of years).
Solution:
A = P^1 - ihn
A = 25000^1 - 0, 09h4
A = 17143, 74

2. The nominal interest rate of an investment Remind learners that their calculation must
is 12,35%p.a. compounded monthly. represent one year. It is important to note the
Calculate the effective interest rate. compounding period.
Ask: What is the compounding period?
(monthly)
Ask: How many months in one year? (12)
Solution:
i kn
ieff = a1 + nom
n -1
0, 1235 12
ieff = a1 + 12 k - 1
ieff = 0, 130736….
` ieff = 13, 07%
3. The value of a property increased from Ask: What formula will be used?
R145 000 to R221 292,32 over 6 years. (The compound interest as this situation is
Calculate the average annual rate of about inflation)
increase of the property over 6 years. Ask: What information has been given?
(P – principal amount, A – final amount and
n – number of years)
Remind learners to convert the decimal they
get for i back to a percentage.
Solution:
A = P^1 + ihn
221292, 32 = 145000^1 + ih6
221292, 32 6
145000 = ^1 + ih
6 221292, 32
145000 = 1 + i
6 221292, 32
145000 - 1 = i
6 221292, 32
145000 - 1 = i
0, 07300000324… = i
` i = 7, 3%

4. Tebogo made an initial deposit of R15 000 Remind learners to highlight or underline the
into an account that paid interest at key figures.
9,6%p.a. compounded quarterly. Six Ask: What are the time periods?
months later she withdrew R5 000 from ( T0, T0,5, T2, T3 )
the account. Two years after the initial Ask: What amounts have been paid and
deposit she deposited another R3 500 withdrawn?
into this account. (15 000 at T0 , -5000 at T0,5 , +3500 at T2 )
How much does she have in the account Ask learners to draw their own timeline
3 years after her initial deposit? before you do it with them on the board.
Solution: 0, 096
4
T0 T1,5 T2 T3
15 000 -5000 +3500
0, 096 12
A = 15000 a1 + k - 5000 c1 + 0, 096 m + 3500 c1 + 0, 096 m
10 4
4 4 4
A = 17448, 46
Example: Teaching notes:

NSC NOV 2015
1. A school buys tablets at a total cost of Ask: What formula will be used?
R140 000. If the average rate of inflation (The compound interest as this situation is
is 6,1% p.a. over the next 4 years, about inflation).
determine the cost of replacing these Ask: What information has been given?
tablets in 4 years’ time. (P – principal amount, i – the interest rate
and n – number of years).
Solution:
A = P^1 + ihn
A = 140000^1 + 0, 061h4
A = 177414, 69
2. An investment earns interest at a rate Remind learners that their calculation must
of 7% per annum compounded semi- represent one year. It is important to note the
annually. compounding period.
Calculate the effective annual interest rate Ask: What is the compounding period?
on this investment. (Semi-annually)
Ask: How many half years in one year?
(2)

Solution:
i kn
ieff = a1 + nom
n -1
0, 07 2
ieff = a1 + 2 k - 1
ieff = 0, 071225….
` ieff = 7, 12%
3. A savings account was opened with Remind learners to highlight or underline the
an initial deposit of R24 000. Eighteen key figures.
months later, R7 000 was withdrawn from Ask: What are the time periods?
the account. ( T0, T1,5, T4 )
Calculate how much money will be in Ask: What amounts have been paid and
the savings account at the end of 4 withdrawn?
years if the interest rate was 10,5% p.a. (24 000 at T0 , - 7000 at T1,5 )
compounded monthly. Ask learners to draw their own timeline
before you do it with them on the board.
Solution: 0, 105
12
T0 T1,5 T4
24 000 -7000
0, 105 48 0, 096 10 0, 096 4

A = 24000 a1 + 12 k - 5000 a1 + 4 k + 3500 a1 + 4 k
A = 27369, 56
3. A car costing R198 000 has a book value Ask: What formula will we use?
of R102 755,34 after 3 years. (The reducing balance depreciation formula
If the value of the car depreciates at r% A = P^1 - ihn )
p.a. on a reducing balance, calculate r . Ask: What information has been given?
(P – principal amount, A – the final amount
after depreciation and n – number of years).
Remind learners to convert the decimal they
get for i back to a percentage.

Solution:
102755, 34 = 198000^1 - ih3
102755, 34 3
198000 = ^1 - ih
3 102755, 34
198000 = 1 - i
3 102755, 34
198000 - 1 =- i
- 0, 1963880… =- i
` i = 19, 64%

web links:
https://www.youtube.com/watch?v=asMmXiFU_nc

TOPIC
Topic5:5: PROBABILITY
PROBABILITY
TOPIC OVERVIEW
TOPIC 5: PROBABILITY
A TOPIC OVERVIEW
zz This topic is the fifth of five topics in Term 3.
zz It is presented over six lessons.
An approximate time has been allocated to each lesson (which will total nine hours). For
example, one lesson in this topic could take two school lessons. Plan according to your
school’s timetable.
zz Probability counts 13% of the final Paper 1 examination.
zz Traditionally, probability either gets taught extremely well or almost not at all. If you feel that
your knowledge is not as good as it could be, take the time to watch videos and read up on
the concepts required.
zz Watch the following 3-minute video for some inspiration:
https://www.ted.com/talks/arthur_benjamin_s_formula_for_changing_math_education
(Arthur Benjamin is a professor of mathematics in the United States. He discusses the fact
that most topics done in school mathematics generally lead to being able to learn calculus.
However, Benjamin believes that statistics and probability are in fact more important and
that calculus can always be studied in more detail by students of mathematics who go on to
study mathematics at tertiary level).

1 Revision 1,5 4 Contingency tables 1,5
2 Tree Diagrams 2 5 Dependent and 1
Independent events
3 Venn Diagrams 2 6 Revision and 1
Consolidation

Topic 5: PROBABILITY
SEQUENTIAL TABLE B

zz Compare relative frequency zz Revision of addition rule zz The fundamental
and theoretical probability for mutually exclusive counting principle
zz Use of Venn diagrams to events zz Probability problems
solve problems zz Dependent and using the fundamental
zz Mutually exclusive events independent events counting principle.
zz Complementary events zz Use of Venn diagrams,
zz Derive and using the tree diagrams and
identity: contingency tables to
P (A or B) solve problems.
= P (A) + P (B) –P (A and B)
WHAT THE NSC DIAGNOSTIC REPORTS TELL US C

According to NSC Diagnostic Reports there are several issues pertaining to Probability.
These include:
zz Confusion between n(A) and P(A)
zz Not reading from a contingency table correctly
zz No understanding of mutually exclusive events and independent events.
zz Incorrect use of notation (for example, P(0,2)).
While teaching Probability, explain the concepts in depth and always use correct notation.
ASSESSMENT OF THE TOPIC

D
• Two tests
zz Two tests, with memoranda, are provided in the Resource Pack. The tests are aligned to
zz The questions usually take the form of problems relating to the probability of an event and
can include Venn diagrams, tree diagrams or contingency tables.

E MATHEMATICAL VOCABULARY
Term Explanation
probability The likelihood or chance of something happening

A probability answer is ALWAYS in the range: 0 # x # 1
trial/experiment The process of trying something out to find the chance (probability) of
an event occurring
For example: Tossing a coin 100 times
outcome A possible result from an experiment
For example: ‘tails’ is one of two possible outcomes when tossing a
coin
sample space The sample space of an experiment is the set of all possible outcomes
of that experiment
experimental The result of doing an experiment to ind the chances of an event
probability occurring
For example: An experiment was conducted to see how many tails
47
appeared when a coin was tossed 100 times. The result was
100
relative frequency The outcome of an experiment
47
In the above example
100 is the relative frequency
theoretical The probability of an event happening using knowledge of numbers.
probability n^ Ah
The theoretical calculation P^ Ah =
n^ S h
tree diagram Method used for counting the number
of possible outcomes of an event
The last column of the tree diagram shows all the possible outcomes
contingency table Table showing the distribution of one variable in rows and another in
columns, used to study the correlation between the two variables
Venn diagram A representation of mathematical or logical sets of information
In a Venn diagram, the position and overlapping of circles are used to
indicate the relationships between different sets of information
union The set of all outcomes that occur in at least one of the events
Key word: or
intersection The set of outcomes that occur in all the events
Key word: and
mutually exclusive Events with no outcomes in common (no intersection)
events

complementary Mutually exclusive events that contain all the outcomes between them
events
independent Two events where the outcome of one event does not affect the
events outcome of the other
dependent events The outcome of one event affects the outcome of the next event

TopicTOPIC
5, LESSON
5, LESSON1: 1:Revision
REVISION OFofPREVIOUS
Previous
WORKWork
REVISION OF PREVIOUS WORK

CAPS Page Number 38

Lesson Objectives
zz theoretical probability
zz Venn diagrams
zz mutually exclusive and complementary events.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
1 248 1 255 Qu’s 274 12.1 398 10.1 405

Topic 5, LESSON 1: Revision of Previous Work
INTRODUCTION
1. Most of this lesson takes the form of going through questions from two Grade 10 final
exams. As you work the solutions are worked through remind or re-teach learners all the
concepts covered in previous years.
DIRECT INSTRUCTION
1. Ask learners what they remember learning in probability in Grade 10. As concepts are given,
write them on the board. Learners should write the list in their exercise books. Ensure that
the following items are on the list.
zz Venn diagrams
zz Complementary events
zz Mutually exhaustive events
zz Dependent and Independent events
zz The identity, P^ A or Bh = P^ Ah + P^ Bh - P (A and B)
Learners may mention more concepts like tree diagrams and how to calculate probability
or that a probability answer must always be a number from one to zero.
All of these suggestions are acceptable. The above list, however, relates directly to
Grade 10 work and is what we will be revising in this lesson.
Ask learners questions to assess exactly what they remember from Grade 10.
Tell learners to take notes if they feel it will be helpful.
2. Ask: What are complementary events?

(Events with nothing in common that contain all the outcomes between them).
3. Ask: What are mutually exclusive events?

(Events with nothing in common).
4. Draw an example of a Venn diagram on the board and explain what it means.
5. Say: Describe dependent and independent events with the use of an example.
(Independent events occur when the outcome of one event does not affect the other one
happening, example: flipping a coin. Dependent events occur when the outcome of one
event affects the other event.
Example: drawing a card from a pack of cards and not putting it back, then drawing a
second card).

6. Spend the rest of the lesson doing some questions from previous Grade 10 examinations.
Encourage learners to assist you in answering the questions and/or asking questions if they
do not understand something.
(These questions are taken from the 2015 and 2017 final examinations)
An enlarged version of the table used in Example 2 is available in the Resource Pack.
Resource 19.

At a school there are 64 boys in Grade 10.
Their sport preferences are:
zz 24 boys play soccer
zz 28 boys play rugby
zz 10 boys play both rugby and soccer
zz 22 boys do not play soccer or rugby
a) Represent the information above in a Venn Ask: How many sets are represented?
diagram (2 – soccer and rugby)
Ask: Are the sets inclusive?
(Yes – there are boys that like both soccer
and rugby).
Learners should draw the frame and the
two overlapping circles.
Ask: Which part of the Venn diagram must
always be completed first?
(The intersection)
Tell learners to find the information that
describes this (10 boys play both rugby and
soccer) and to fill it in.
Ask: How many boys like ONLY soccer?
Ask: How many boys like ONLY rugby?
(14 for soccer because 24 - 10 = 14 and
18 for rugby because 28 - 10 = 18).
Fill this in then finally fill in those who play
neither rugby nor soccer on the outside of
the sets.

b) Calculate the probability that a Grade 10 Remind learners that the total amount of
boy at the school, selected at random, boys will be the sample space and therefore
plays: the denominator.
(i) soccer and rugby Remind learners that ‘or is more’ – the
(ii) soccer or rugby probability of one or another event
happening will always be better than one
event and another event happening.
c) Are the events a Grade 10 boy plays Ask: Explain what mutually exclusive
soccer at the school and a Grade 10 means?
boy plays rugby at the school, mutually (No intersection).
exclusive?
Justify your answer.
Solution:
a)
S R
14 10 18
22
10 5
b) (i) P^ S and Rh =
64 = 32
42 21
(ii) P^ S or Rh =
64 = 32
c) The events are not mutually exclusive as they have something in common (an
intersection).
P^ S and Rh ! 0


One morning Samuel conducted a survey in Ask: What do we need to calculate first if
his residential area to establish how many probability is required?
passengers, excluding the driver, travel in a (The total number of cars).
car. The results are shown in the table below: Ask: What parts of the table should be our
Number of next focus?
passengers,
0 1 2 3 4
(The blocks representing more than two
excluding
passengers, in other words the 3 and 4).
the driver
Number of
7 11 6 5 1
cars
Calculate the probability that, excluding the

driver, there are more than two passengers in
a car.
Solution:
6 1
P (more than 2 passengers) = 30 = 5
(Total cars: 7 + 11 + 6 + 5 + 1 and total cars with 3 or 4 passengers: 5 + 1)
If you throw two dice at the same time, the Tell learners that the word ‘NOT’ is very
probability that a six will be shown on one of important.
10
the dice is Ask: What concept of probability does this
36 and the probability that
1
a six
will be shown on both the dice, is question imply? (complementary events)
36 . What is
the probability that a six will NOT be shown on Ask: What are complementary events ?
either of the dice when you throw two dice at (Mutually exclusive events that contain all
the same time? the outcomes between them. They are the
only two possible outcomes).
Say: It may be useful to use the probability
of getting a six and taking it away from 1 to
answer the question.
Solution:
10 1 11
P (getting a six) = 36 + 36 = 36
11 25
P (not getting a six) = 1 - 36 = 36


Two events, A and B, are complementary
and make up the entire sample space. Also,
P (A’) = 0, 35 .
a) Complete the statement P (A) + P (B) = … Ask: What is true of complementary
b) Write down the value of P (A and B) events?
c) Write down the value of P (B) (If one occurs, the other cannot occur; at
least one of the events must occur – in
other words P^ A or Bh = 1 ; Both events
together make up the entire sample space).
Ask: Are all complementary events mutually
exclusive?
(Yes, there is no intersection in
complementary events).
Solution:
a) P^ Ah + P^ Bh = 1
b) P^ A and B h = 0
c) P^ Bh = P^ A’h = 0, 35

A survey was conducted Ask: How many sets are represented?
among 150 learners in (Two – smartphone and tablet)
Grade 10 at a school to Ask: Are the sets inclusive?
establish how many of them Yes – there are learners who own both a smartphone and a
owned the following devices: tablet)
smartphone (S) or tablet (T). Tell learners to draw the frame and the two overlapping
The results were as follows: circles.
• 8 learners did not own Ask: Which part of the Venn diagram must always be
either a smartphone or a completed first?
tablet (The intersection)
• 20 learners owned both a Tell learners to find the information that describes this and to
smartphone and a tablet fill it in.
• 48 learners owned a (20 learners owned both a smartphone and a tablet).
tablet Ask: How many learners are left that own ONLY a
• x learners owned a smartphone and ONLY tablet?
smartphone ( x - 20 for the smartphone and 28 for a tablet because 48 –
a) Represent the above 20 = 28).
information in a Venn Fill this in then fill in the number of learners who own neither
diagram. a smartphone nor a tablet outside of the sets.
b) How many learners Ask: What is the total number of learners in the survey?
owned a smartphone? (150)

c) Calculate the probability Remind learners that the total amount of learners will be the
that a learner selected at sample space and therefore the denominator.
random from this group: Ask: Give another way in which we could ask how many
(i) owned only a learners owned at most one type of device.
smartphone (How many learners did not own both types of devices).
(ii) owned at most one Tell learners that this could either be done using
type of device. complementary events:
(1 subtract the probability of owning both) or adding those
that owned only 1 and those that owned neither and finding
the probability.
Solution:
a)
S T
x - 20 20 28
b) x - 20 + 20 + 28 + 8 = 150
` x = 114
` 94 learners owned smartphones
94
c) (i) P^ S onlyh =
150 20
(ii) P(owning both) =
150
P(owning at most 1) = 1 -
20
150
130 13
= 150 = 15


web links:
https://www.youtube.com/watch?v=bh3yZuVSUC4
(What is probability?)
https://www.youtube.com/watch?v=vGcmjINp1x8
(Probability word problems)
https://www.mathsisfun.com/data/probability-events-mutually-exclusive.html
(Explanation of mutually exclusive)
Venn diagrams:
https://www.youtube.com/watch?v=z5Gc1R3EbZs
(Introduction)
https://www.youtube.com/watch?v=MSw0JDbfNhA
(Venn diagram notation)
https://www.youtube.com/watch?v=xwK--rNDI9E
(b) Ask: what do we know about the total learners in the survey (150) (Examples)

Topic 5, 5,LESSON
TOPIC LESSON 2: TreeDIAGRAMS
2: TREE Diagrams
TREE DIAGRAMS
CAPS Page Number 38

Lesson Objectives
zz draw and use tree diagrams to solve problems
zz understand the concept of dependent and independent events.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
2 254 3 268 4 288 12.5 414 10.5 430
3 256 (2, 6, 7,
8)

Topic 5, LESSON 2: Tree Diagrams
INTRODUCTION
1. Learners have not studied tree diagrams in detail since Grade 9, so it is important that you
revise the concepts.
2. Ensure that learners understand before moving on.
DIRECT INSTRUCTION
1. Give the following scenario to learners: I am going to toss (flip) a coin twice. Let’s draw a
tree diagram to represent all the possible outcomes and all the probabilities
Ask:
What are the outcomes of tossing a coin?
(Getting heads or tails – two outcomes in total).
Draw this tree diagram one piece at a time. Point out key issues to learners as you
draw the tree diagram.
Teaching notes
Start at a point and draw 2 branches
Head representing the two possible
0,5
outcomes.
0 Write the outcomes at the end of the
branches.
0,5 Tail
Write the theoretical probability ON
the branch.
Tell learners that they must not
deviate from these conventions.
Extend the tree diagram to represent
0,5 Head
the second toss
0,5 Head
0,5 Tail Tell learners: Even though there will
0 only be one more toss, it needs to be
0,5 Head represented twice – as if heads was
0,5 Tail tossed on the first throw and as if tails
0,5 Tail
were tossed on the first throw – to
cover ALL possibilities.

Write all the possible outcomes at the

0,5 Head Head, Head end of the branches.
0,5 Head Run your finger along the different
0,5 Tail Head, Tail branches of the tree diagram to show
0
all the possibilities.
0,5 Head Tail, Head
0,5 Tail
0,5 Tail Tail, Tail
2. Tell learners: A tree diagram is a simple way of representing a sequence of events.
3. Point out that no matter how many branches come from one point, the probabilities on those
branches should always add up to one because all the possibilities are represented.
4. Ask: Are these events dependent or independent?

(Independent – how the coin landed the first time does not affect what will happen the
second time)
5. Use the following diagram (add onto your final one) to show how probabilities are calculated
using a tree diagram.
y
tipl
Mul 0,5 Head Head, Head 0,5 × 0,5 = 0,25
0,5 Head
0,5 Tail Head, Tail 0,5 × 0,5 = 0,25
0 Add
Head Tail, Head 0,5 × 0,5 = 0,25
0,5
0,5 Tail
0,5 Tail Tail, Tail 0,5 × 0,5 = 0,25
1.00
6. Ask learners to consider the probability of getting at least one head. Confirm the meaning of
this statement. In the two tosses, one head will be acceptable but so will two heads as this
also covers the statement ‘at least one’.
7. Tell learners to look at all the outcomes.

Ask: How many of these outcomes have at least one head in them?
(Three of them do - only the last outcome has no heads at all).
8. To calculate the probability of at least one head being tossed, we first multiply along the
branches that lead to each of these three outcomes, then add all of those answers together.
a 12 # 12 k + a 12 # 12 k + a 12 # 12 k = 14 + 14 + 14 = 34

9. Ask: Describe a shorter way to find this probability which was discussed earlier.
(1 subtract the probability of getting no heads at all as the two possibilities add up to 1
because those two outcomes – getting at least one head and getting no heads – represent
all outcomes).
1 3
1- 4 = 4
10. Summarise the following points and ask learners to write them down in their exercise books:
zz To find the probability of something happening AND something else happening, multiply
the probabilities together.
zz To find the probability of something happening OR something else happening, add up
the probabilities.
11. Describe the following scenario to learners: I have a bag with 7 red balls and 3 green balls
in it. Without looking into the bag, I am going to take out one ball, and then another ball. The
first ball will not be put back in the bag before the second one is drawn.
12. Ask: Are these events independent or dependent?

(Dependent – what happens in the second draw depends on what happened in the first
draw).
Draw the following tree diagram one piece at a time. Point out key issues as you draw.
Teaching notes
Start at a point and draw 2 branches
representing the two possible outcomes.
7 R
10
Write the outcomes at the end of the
3 branches.
10
Write the theoretical probability ON the
G branch.
Tell learners that they must not deviate from
these conventions.
Extend the tree diagram to represent the
second draw.
6 R Tell learners: Even though there will only be
9
one more draw, it needs to be represented
R
3
9
twice – as if a red ball was drawn on the first
7
10
draw and as if a green ball was drawn on the
G
3 first throw - to cover ALL possibilities.
10 7 R
9
Ensure learners understand why the total
G
2 balls has now changed to 9 and why the total
9
reds went down by one when red was drawn
G first but did not go down one when green was
drawn first.

6 R RR Write all the possible outcomes at the end of

9
the branches.
7 R
3
9
Run your finger along the different branches
10
to show all the possibilities.
G RG
3
10 7 R GR
9
G
2
9
G GG
13. Use the tree diagram from Point 12 to answer the questions:
Teaching notes Answer

How many possible The outcomes were listed at 4 outcomes:
outcomes are there? Name the end of the tree diagram. RR
them. Remind learners that the end RG
of each branch represents an GR
outcome. GG
What is the probability of Say: Look at the outcomes 7 3
P^ RG h = 10 # 9
getting a red ball and then a on the tree diagram – choose
21
green ball? the outcome that is red first = 90
and green second. 7
= 30
Now look at the probabilities
along the branch that leads
to this outcome. Multiply.
What is the probability of two Say: Look at the outcomes P^ RRh + P (GG)
colours the same? on the tree diagram– choose 7 6 3 2
= a 10 ka 9 k + a 10 ka 9 k
the outcome that represent
42 6
two colours the same. = a 90 k + a 90 k
48
along the branch that leads = 90
to these outcomes. 8
= 15
Multiply along the
branches and then add the Point out why it was useful
possibilities. not to simplify until later – the

fractions already had the
same denominator when
addition was required.

What is the probability of Say: Look at the outcomes P^ RG h + P (GG)

drawing a green ball in the on the tree diagram – choose 7 3 3 2
= a 10 ka 9 k + a 10 ka 9 k
second draw? the outcomes that represent
21 6
a green ball in the second = a 90 k + a 90 k
draw. 26
= 90
along the branch that leads
13
= 45
to these outcomes. Multiply
along the branches and then
add the possibilities.
What is the probability of at Ask: What is another way of P (at least 1 G)
least one green ball? saying at least 1 green ball? 7 6
= 1 - a 10 ka 9 k
(Not two red balls).
42
It is often useful to use the = 1 - a 90 k
complementary rule when ‘at 48
= 90
least’ is used – there is only
one outcome that doesn’t 8
= 15
have the ‘at least one green
ball’.
14. Summarise how all tree diagrams work by drawing the following diagram on the board for
learners to write in their exercise books:
(A larger version of this diagram is available in the Resource Pack. Resource 20).
MULTIPLY ALONG BRANCHES
1/4 Outcome 1
Outcome 1 Outcome 2
Outcome 3
C 4/6
ADD
H
UP
O 1/6 Outcome 1
THE
I Outcome 2 Outcome 2
RESULTS
C Outcome 3
YOU
E 1/6
NEED
S
Outcome 1
Outcome 3 Outcome 2
Outcome 3
1ST EVENT 2ND EVENT TOTAL = 1
SEQUENCE OF EVENTS

15. Do these worked examples from previous examinations. Tell learners to write them in their
exercise books and make notes as they do the solutions with you.
Encourage learners to: ‘Tell me what to do’ before you do it on the board.

A packet of sweets contains 3 pink, 2 Ask: How many options are given?
green and 5 blue sweets. Two sweets (3)
are removed in succession from the Say: Look at the outcomes – choose those
packet without replacing them. that represent 2 blue sweets (i) and those that
a) Draw a tree diagram to determine all represent a green and a pink sweet (ii).
possible outcomes. Now look at the probabilities along the branch
that leads to these outcomes. Multiply along the
branches and add the outcomes if there is more
than one option.
Ask: How many draws will be made/extensions
needed? (2)
Learners need to plan for this, so that they don’t
run out of space.
Step 1: Make the starting point quite far down the
page, first going to three different outcomes. Once
the outcomes have been written at the end of the
branches, the probability of each should be written
on the branch.
Step 2: Extend the tree to the second sweet being
drawn. Three branches must come from each of
the three outcomes.
Remind learners to be careful with their totals and
confirm which colour sweet is being chosen at
each option.
b) Determine the probability that: Say: Look carefully at the outcomes – choose
(i) both sweets are blue those that represent 2 blue sweets (i) and those
(ii) a green and a pink sweet are that represent a green and a pink sweet (ii).
selected. (round to 3 decimal Now look at the probabilities along the branch
places) that leads to these outcomes. Multiply along the
EC 2016 branches and add the outcomes if there is more
than one option.

Solution:
a) 2
9 P PP
2
9
G PG
P 5
9
3
10 B PB
3
9 P GP
2 1
10
G 9
G GG
5
9
B GB
5
10
3
9 P BP
B 2
9
G BG
4
9
B BB
5 4
b) (i) P^ BBh = 10 # 9
20
= 90

2
=9
= 0, 222
2 3 3 2
(ii) P^GP h + P (PG) = a 10 ka 9 k + a 10 ka 9 k
6 6
= a 90 k + a 90 k
12
= 90
= 0, 133

Paballo has a bag containing 80
marbles that are either green, yellow
3
or red in colour. 5 of the marbles are
green and 10% of the marbles are
yellow. Paballo picks two marbles out
of the bag, one at a time and without
replacing the first one.
a) How many red marbles are in the This is not a probability question – but an
bag? arithmetic one.
Ask: How will we find the number of red marbles?
3
(Find 5 of 80 and 10% of 80 so we know the
number of green and yellow then subtract from 80).

b) Draw a tree diagram to represent the Ask: How many options are given?
above situation. (Three)
Ask: How many draws will be made/extensions
needed?
(Two)
As before learners need to plan carefully and think
carefully when completing the probability on each
branch.
c) What is the probability that Paballo Say: Look at the outcomes – choose those that
will choose a green and a yellow represent a green and a yellow marble.
marble? Multiply along the branches leading to these
NSC NOV 2014 outcomes and add.
Solution:
3
a) 5 of 80 = 48
10% of 80 = 8
Ñ there are 24 red marbles
b) 47
79 G G
8
79
Y Y
G 24
79
48
80
R R
48
79 G YG
8 7
80
Y 79
Y YY
24
79
R YR
24
80
48
79 G RG
R 8
79
Y RY
23
79
R RR
48 8 8 48
c) P^GY h + P (YG) = a 80 ka 79 k + a 80 ka 79 k
384 384
= a 6320 k + a 6320 k
768
= 6320
48
= 395 or 0, 121


The probability that the first answer in Tell learners that this may seem like a difficult
a maths quiz competition will be correct question when it is first read. The instruction to
is 0,4. If the first answer is correct, the draw a tree diagram is key because this will make
probability of getting the next answer it much clearer.
correct rises to 0,5. However, if the
answer is wrong, the probability of
getting the next answer correct is only
0,3.
a) Represent the information on a tree Ask: How many options are given? (Two)
diagram. Show the probabilities Ask: How many questions will be asked/extensions
associated with each branch as well needed? (Two)
as the possible outcomes. Ask: What are the options?
(Correct or wrong)
a) Calculate the probability of getting Say: Look at the outcomes – choose those that
the second answer correct. represent the second answer being correct.
NSC NOV 2016 Multiply along the branches leading to these
outcomes and add.
Solution:
a) 0,5 C (C ; C)
0,4 C
0,5 (C ; W)
G
0,3 W (W ; C)
0,6
W
0,7 W (W ; W)
b) P(2nd answer correct)

= P^C and C h + P (W and C)
= ^0, 4h^0, 5h + (0, 6) (0, 3)
= 0, 38


web links:
https://www.youtube.com/watch?v=mkDzmI7YOx0
https://www.youtube.com/watch?v=kNOrDWm15bY
https://www.youtube.com/watch?v=gI5OoCrinDs

Topic 5, 5,LESSON
TOPIC LESSON 3: VENN
VENNDIAGRAMS
DIAGRAMS
VENN DIAGRAMS

CAPS Page Number 38
Lesson Objectives
zz draw and use Venn diagrams to solve problems.
4. Write work on the chalkboard before the learners arrive. For this lesson have the terms
written and empty Venn diagrams drawn ready to be shaded.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
4 261 2 261 1 277 12.2 401 10.2 411
4 288 12.3 404 10.4 424
(4) 12.7 422

Topic 5, LESSON 3: VENN DIAGRAMS
INTRODUCTION
1. A good understanding of Venn diagrams is important in being successful in this section.

Learners need to be able to draw them from given information and to read information
correctly from them when given the diagram.
DIRECT INSTRUCTION
1. Remind learners that the learned about Venn diagrams in Grade 10.
2. Use the table below to summarise and revise Venn diagram concepts for learners.
Start with the word, ask learners what it means and then ask for a volunteer to shade in the
appropriate areas before learners take it down in their exercise books.
Intersection (A and B) Union (A or B)
A B A B
A only B only
A B A B

not A not B
A B A B
not (A or B) not (A and B)
A B A B
3. Use the table to discuss the symbols used for some of these terms.
Add each symbol as you discuss it and tell learners to do the same.
intersection union
A+B A,B
A and B A or B
not A not B not (A or B)
Al Bl (A or B)l
4. Remind learners of the identity linked to Venn diagrams:
P^ A or Bh = P^ Ah + P^ Bh - P (A and B)
Ask: Why do we need to subtract the intersection after adding the probabilities of the two
sets?
(If we added the probability of set A to set B, the intersection would have been covered
twice).

5. Discuss the following terms with learners.
For each term, ask: What does this mean? Ask for a volunteer to draw a Venn diagram
representing each concept.
zz Mutually exclusive events

zz Inclusive events
zz Complementary events
zz Exhaustive events.
6. Where possible, use learners responses and diagrams to summarise for the learners and
ask the learners to write the summary in their exercise books.
Term Explanation and Venn diagram

example
Mutually exclusive Events with no
events intersection.
A B
Example: Boys and girls
from a class.
Inclusive events Events with an

intersection.
Example: Learners that A B
take mathematics and

learners that take History.
Complementary Events that contain all

events the possible outcomes
between them. E1
Example: A learner will
either pass a test or fail a E
test.
Only one event can
happen at once but one
must happen.

Exhaustive events Events where all

possibilities from the
sample space are covered
by the two events. P(A) P(B)
There can be an
intersection.
There are no elements
P(S) = 1
outside the two sets.
7. Learners will be expected to work with three-way Venn diagrams this year. Draw the
following Venn diagram on the board from the 2014 final examination and use it to explain:
S
C
B
84 17
52
12
9 3
58
5
V
Tell learners that the situation represents:
240 customers were surveyed at a fast food outlet. The diagram shows the number of
customers who bought cheese burgers (C), bacon burgers (B) and vegetarian burgers (V).
Before discussing probability, ask a few questions to ascertain whether learners understand
the Venn diagram.
How many customers:

zz Didn’t buy any of the three burgers mentioned? (5)
zz Bought all three types of burgers mentioned? (12)
zz Bought ONLY cheese burgers? (84)
zz Bought cheese burgers and bacon burgers? (29 " 17 +12)
zz Bought vegetarian burgers and bacon burgers? (15 " 12 + 3)
zz Bought vegetarian burgers? (82 " 58 + 9 + 12 + 3)

Use the diagram for each question. Use your hands to show which part of the Venn diagram
gives each answer.
Point to some of the numbers in the Venn diagram and ask: What do these people represent?
Examples: The ‘9’ represents people that bought cheese and vegetarian but not bacon
burgers.
The ‘52’ represents people that bought only bacon burgers.
Do the following probability questions with learners. Remind learners that the total number of
people surveyed will always be the denominator and the numbers similar to what you were
asking previously will be the numerator. Do not simplify the fractions – the aim is to confirm
learners know where the numbers to be used in the fractions come from.
If a customer from this group is selected at random, determine the probability that he/she:
bought only a vegetarian burger 58

240
bought a cheese burger and a bacon 29

burger 240
did not buy a cheese burger 52 + 3 + 58 + 5 118

240 = 240
bought a bacon burger or a vegetarian 52 + 17 + 12 + 3 + 9 + 58 151

240 = 240
burger
8. Ask whether there are any questions before you move on.
9. Do some worked examples from previous examinations. Learners must write them in their
exercise books and make notes as they work.


A survey was conducted amongst 100 This question is very similar to being
learners at a school to establish their asked to draw the Venn diagram from the
involvement in three codes of sport, soccer, information given. They will still need to work
netball and volleyball. The results are shown out what numbers go in each section.
below: Ask: Where should we always start when
• 55 learners play soccer (S) completing a Venn diagram?
• 21 learners play netball (N) (The intersection)
• 7 learners play volleyball (V) Say: Then we need to work our way
• 3 learners play netball only outwards from there until the last areas filled
• 2 learners play soccer and volleyball in are those that represent ONLY a certain
• 1 learner plays all three sports set.
The Venn diagram below shows the Tell learners to note that the 1 has been filled
information above. in.
S N
c a 3
1
b 2
e d
V
a) Determine the values of a, b, c, d and e . Ask: How will we find the value of ‘a’?
(It is the only missing value, so knowing that
21 learners play netball can be used and the
other numbers subtracted).
Ask: How will we find the value of ‘b’?
(It forms part of the intersection of soccer and
volleyball and we know that is 2 but 1 has
already been counted).
Say: c and d can now both be found
using the totals for each sport and e will be
found in a similar way – we know the total
surveyed.
b) What is the probability that one of the Ask a learner to show you on the Venn
learners chosen at random from this diagram which areas represent netball OR
group plays netball or volleyball? volleyball. Remind learners that or is more.
NSC NOV 2016 (Only c and e are excluded).

Solution:
a) a = 15; b = 1; c = 38; d = 3; e = 37
25 1
b) P^ N or V h =
100 = 4

William writes a Mathematics examination Point out that this question does not give a
and an Accounting examination. He suggestion as to what method could be used
estimates that he has a 40% chance of to assist in calculating the answer.
passing the Mathematics examination. He The key word is ‘both’.
estimates that he has a 60% chance of In other words, an intersection which in turn
passing the Accounting examination. He implies that a Venn diagram may be useful.
estimates that he has a 30% chance of Ask: How many sets are represented?
passing both. (Two – Mathematics and Accounting).
Determine the probability that William will fail Ask: Are they inclusive?
Mathematics and Accounting. (Yes – there is a chance of passing both).
EC 2015 Tell learners to draw the frame and the two
overlapping circles.
Ask: Which part of the Venn diagram must
always be completed first?
(The intersection).
Tell learners to find the information that
describes this (30% chance of passing both)
and to fill it in.
Ask: How much chance is still left after the
intersection has been completed of passing
each exam?
(10% for Mathematics and 30% for
Accounting).
Fill this in then finally check if it totals to
100% - if not there is something outside the
sets (in other words it is not exhaustive).
Failing both will be the probability on the
outside of the sets.

Solution:
M A
0,1 0,3 0,3
0,3
P (fail both) = 0, 3

web links:
https://www.youtube.com/watch?v=lqaBt1_6PDA
https://www.youtube.com/watch?v=ORj2C_R27WU
https://www.youtube.com/watch?v=YX34Xh0Dra8

TOPIC
Topic 5,5,Lesson
LESSON 4: CONTINGENCY
4: Contingency Tables TABLES
CONTINGENCY TABLES
CAPS Page Number 38

Lesson Objectives
zz use contingency tables to solve problems
zz understand the concept of dependent and independent events.
5. Write work on the chalkboard before the learners arrive. For this lesson draw the table for
point 1.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
5 264 4 273 4 288 12.6 417 10.6 424
(1, 3) 12.8 425

Topic 5, Lesson 4: Contingency Tables
INTRODUCTION
1. Learners need to be able to read from a contingency table in order to answer many
probability questions. Learners often find it difficult.
2. Go through as many examples as possible and ask many learners to answer your questions
or show you where the answer would be found on the table.
DIRECT INSTRUCTION
1. Describe a contingency table. Use this table as an example:
Body Image
About Right Overweight Underweight Total
Female 560 263 37 760

Gender
Male 395 72 73 440
Total 855 235 110 1200
2. Say: A contingency table shows the distribution of one variable in rows and another in
columns. It is used to study the correlation between the two variables.
3. Before discussing the table and what can be read from it, ask learners to copy the definition
and the table into their exercise books.
4. Look at the table in more detail.

Ask: What was the survey about and who participated?
(The survey was about how people felt about their body image. Males and females were
questioned, and their answers were listed separately).
Ask:
zz How many females were surveyed? (760)
zz How many people were surveyed altogether? (1200)
zz How many people in total consider themselves underweight? (110)
zz How many of those people are male? (73)
zz How many males consider themselves overweight? (72)
zz How many people in total think their weight is just right? (855).
Stop after each question to confirm where the answer was found on the table

5. Contingency tables can be used when calculating probabilities. Use the same table to work
through some probability questions:
Although the contingency table shows that it is what people think of their bodies rather
than what they actually are, the following questions were easier asked as if the people
were underweight or overweight.
There is no need to simplify the fractions. The important idea here is to know where the
numbers are being read for both the numerator and denominator.
Teaching notes
Find the probability that a person chosen at random is:
male Each of these questions has a focus 440
on one of the totals of the various 1200
overweight headings (other than the grand total 235
1200
which will be the denominator).
happy with their weight 855
1200
female 760
1200
underweight 110
1200
a female who thinks she is Each of these questions has a 163
overweight focus on a combination of two of the 1200
a male who thinks he is headings (other than the grand total 73
underweight which will be the denominator). 1200
a female who is happy with 560
her weight 1200
an overweight person who is 72
male 1200
underweight, given that they Each of these questions has a focus 37
are female on a different area for the total since 760
overweight, given that they the question states, ‘given that’. 72
are male This means that a particular group is 440
already chosen.
male, given that they are 295
For example, given that they are 855
happy with their weight.
female means that the group of
female, given that they are 37
females are the new sample space. 110
underweight
male, given that they are 72
overweight 235
6. Ask whether there are any questions.

The table has been enlarged and is available in the Resource Pack. Resource 21.

The following contingency table shows
information on the drivers’ tests of 100
drivers tested at a test centre in Port
Elizabeth.
Male Female Total

Pass 30 47 77
Fail 7 16 23
Total 37 63 100
A driver is randomly selected from the 100

drivers.
a) Determine the probability that a female Ask: What total is being considered?
that failed is selected. (The grand total 100)
Ask: Which two groups do we need to focus
on?
(Female and failed – 16).
b) Determine the probability that the driver Ask: What total is being considered?
passed, given that it is a male. (The total males – 37).
EC 2015 Ask: Which two groups do we need to focus
on?
(Male and passed – 30).
Solution:
16 4
a)
100 = 25
30
b)
37

A survey was conducted amongst 60 Ask: What are all the categories?
boys and 60 girls in Grade 8 relating to (Girls, boys, do sport, don’t do sport).
their participation in sport. 20 girls did not Tell learners to draw up the table with the
participate in any sport and 50 boys did above headings.
participate in a sport. Once that is done, tell learners to fill in the
a) Complete a two-way contingency table for numbers.
the above survey.

b) What is the probability that if a Grade 8 (i) Ask: What total is being considered?
pupil is chosen at random that: (The grand total – 120).
(i) it is a girl and participates in sport? Ask: Which two groups do we need to focus
(ii) the pupil does not participate in sport on?
and is not female? (Girl and does sport – 40).
EC 2016 (ii) Ask: What total is being considered?
(The grand total – 120).
Ask: Which two groups do we need to focus
on?
(Boy and doesn’t do sport – 10).
Solution:
a)
Boys Girls
Sport 50 40 90
No sport 10 20 30
60 60 120
40 1
b) P^GS h =
120 = 3
10 1
c) P^ B NS h =
120 = 12

web links:
https://www.youtube.com/watch?v=D9XbNd3gikE
https://www.youtube.com/watch?v=0oCoc5B1lVU

Topic TOPIC
5, LESSON 5: 5:Dependent
5, LESSON andINDEPENDENT
DEPENDENT AND Independent Events
EVENTS
DEPENDENT AND INDEPENDENT EVENTS


CAPS Page Number 38
Lesson Objectives
By the end of the lesson, learners will be able to
zz explain the concepts of dependent events and independent events and prove whether
events are independent or not.
your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
12.4 411 10.3 418
12.5 412

Topic 5, LESSON 5: Dependent and Independent Events
INTRODUCTION
1. A general understanding of dependent and independent events is useful in daily life.

This understanding can assist learners in taking the concept a step further and using it in
probability calculations.
DIRECT INSTRUCTION
1. Start the lesson by explaining the difference between dependent and independent events.
Use real life examples at first.
A dependent event is an event that is influenced by another event.
For example, if you don’t top up your electricity pay-as-you-go, there will be no electricity.
An independent event is an event that has no connection with another event.
For example, owning a pet and wearing a blue shirt.
The event has no effect on the probability of another event occurring.
2. Use the following mathematical scenario to illustrate these events further. Learners should
take these down.
Remind learners that balls are drawn from the bag without looking – they are randomly
drawn.
A bag contains 4 red, 3 green and 2 blue balls. 2 balls are drawn from the bag.
Example 1:
After the first ball is drawn, it is replaced. The second ball is drawn. What is the probability of
getting a blue then a green ball?
2 3 6 2
P^ BG h = 9 # 9 = 81 = 27
Remind learners: As the ball was replaced the sample space remained the same size.
Example 2:
After the first ball it is not replaced. What is the chance of getting a blue ball then a green
ball?
2 3 6 1
P^ BG h = 9 # 8 = 72 = 12
Remind learners: As the ball was not replaced the sample space needed to be adjusted.
3. Ask: Which example represents an independent event? Why?

(The first, because the ball is replaced, it had no effect on the second drawing of a ball)

4. Tell learners to notice how the probability was calculated for the first example (the
independent events). Probability was calculated by multiplying the probability of one event
(the blue ball) by the probability of the other event (the green ball).
Say: This idea is used to decide if two events are independent or not. If the probability of
one event and another event is the same as the product of the probabilities of those events,
then the events are independent.
5. Write the following on the board:
P^ A and Bh = P (A) # P (B)

Say: This is always true if events are independent of each other.
6. Ask whether there are any questions.
The table has been enlarged and is available in the Resource Pack.
Resource 21.
Example1 Teaching notes

Given:
P^ Ah = 0, 2
P^ Bh = 0, 5
P^ A or Bh = 0, 6
Where A and B are two different events.
a) Calculate P (A and B) Ask: How will we find P (A and B) ?
Use the identity
P^ A or Bh = P^ Ah + P^ Bh - P (A and B)
b) Are the events A and B independent? Ask: What calculation will be needed to prove
Show your calculations. independence?
NSC NOV 2016 P^ A and Bh = P (A) �P (B)
Solution:
a) P^ A or Bh = P^ Ah + P^ Bh - P (A and B)
0, 6 = 0, 2 + 0, 5 - P (A and B)
- 0, 1 =- P (A and B)
` P^ A and Bh = 0, 1
b) P^ A and Bh = 0, 1
P^ Ah # P^ Bh = 0, 2 # 0, 5 = 0, 1
Ñ the events are independent


The table below shows data on the monthly Point out to learner that this question is a
income of employed people in two residential combination of reading from contingency
areas. Representative samples were used in tables and answering a question on
the collection of the data. independent events.
MONTHLY INCOME AREA AREA
TOTAL
(IN RANDS) 1 2
x 1 3200 500 460 960
3 200 # x 1 25 600 1182 340 1522
x $ 25 600 150 14 164
Total 1832 814 2646
a) What is the probability that a person Ask: What total is being considered?
chosen randomly from the entire sample (i) the grand total, 2646
will be: (ii) the grand total, 2646
(i) from Area 1 (iii) the grand total, 2646
(ii) from Area 2 and earn less than R3200 Ask: Which two groups do we need to focus
per month on?
(iii) a person from area 2 who earns more (i) Area 1 and its total
than or equal to R3200 (ii) Area 2 and less than 3200
(iii) Area 2 and more than 3200
b) Prove that earning an income of less than Ask: What calculation will be needed to prove
R3200 per month is not independent of dependence?
the area in which a person resides. P^ A and Bh ! P (A) # P (B)
c) Which is more likely: a person from Area 1 Ask: What do we need to find the
earning less than R3200 or a person from probabilities of in order to compare them?
Area 2 earning less than R3200? (Less than 3200 given a person is from Area
Show calculations to support your answer. 1 AND less than 3200 given that a person is
NSC NOV 2015 from Area 2).

Solution:
1832
a) (i) P^ Area1h =
2646 = 0, 692
460
(ii) P^ A2 and < 3200h =
2646 = 0, 174
354
(iii) P^ A2 and > 3200h =
2646 = 0, 134
b) 1832 960
P^ A1h # P^< 3200h = 2646 # 2646 = 0, 251
500
P^ A1 and < 3200h = 2646 = 0, 189
` P^ A1 and < 3200h ! P (A1) # P (< 3200)

Ñ earning an income of less than R3200 per month is not independent of the area in
which a person resides.
500
c) P^ A1 and < 3200h =
1832 = 0, 273
460
P^ A2 and < 3200h = 814 = 0, 565
A person from Area 2 earning less than R3200 is more likely.
The Venn diagram below shows two Ask: If the events are independent, what will
independent events, M and N. be true?
( P^ A and B h = P (A) # P (B))
S M N
Tell learners to use this, substitute what is
known and find x .
x 0,1 0,4 Ask: Once x has been found, how can we
find y?
(Use the fact that all probabilities in the
y sample space must equal 1).
Determine the values of probabilities x and

y . Show all calculations.
EC 2015
Solution:
P^ M and N h = P (M) # P (N)
0, 1 = P (M) # 0, 5
P^ M h = 0, 2
` x = 0, 1
0, 1 + 0, 1 + 0, 4 + y = 1
` y = 0, 4


web links:
https://www.youtube.com/watch?v=jos1yBC_L8E
https://www.youtube.com/watch?v=gNRT2KoyT7U
https://www.youtube.com/watch?v=AJKRq51N0ic

TopicTOPIC
5, LESSON
5, LESSON6:6:Revision andCONSOLIDATION
REVISION AND Consolidation


CAPS Page Number 38
Lesson Objectives
zz all concepts covered in previous lessons.
4. The table below provides references to this topic in Grade 11 textbooks. Some books had
exercises on work not covered directly in the previous lessons. As any practice is useful,
those exercises have been included here. Plan when you will get learners to practice the
concepts learned by completing the exercises. Work through the lesson plans and decide
where you will get learners to do the exercises. Indicate this on your lesson plans.
LEARNER PRACTICE

SERIES MATHS
(SIYAVULA)
Rev 265 Rev 275 2 280 Rev 426 10.7 436

3 283
Qu’s 290
Ch 11 294

Topic 5, LESSON 6: Revision and Consolidation
INTRODUCTION
1. Ask learners to revise what they have learned in this section. Spend time pointing out issues
learners.
DIRECT INSTRUCTION
1. 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 them to consolidate what they
have learned. It would also give them the opportunity of knowing what to expect when they
must do an assessment.

web links:
https://www.youtube.com/watch?v=mdYilUV7GwQ
https://www.youtube.com/watch?v=gtCFMsxp6ag

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‘A teacher affects eternity; he can never

tell where his influence stops.’

FET_Maths_Term3_Gr11.indb 1 2018/06/11 3:07:04 PM

WHAT ARE THE LEARNING PROGRAMMES?

FET_Maths_Term3_Gr11.indb 2 2018/06/11 3:07:04 PM

FET_Maths_Term3_Gr11.indb 3 2018/06/11 3:07:04 PM

The NECT FET Mathematics Learning Programme is designed to support teachers by

iv Grade 1 1 MATHEMATICS Term 3

FET_Maths_Term3_Gr11.indb 4 2018/06/11 3:07:04 PM

TERM 3 TEACHING PROGRAMME

Grade 10 Grade 11 Grade 12

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

LESSON PLAN STRUCTURE

Grade 1 1 MATHEMATICS Term 3 v

FET_Maths_Term3_Gr11.indb 5 2018/06/11 3:07:04 PM

Lesson title Suggested time

zz Use this table to think about the topic conceptually.

• Looking forward, what further conceptual understanding must you develop in

Grade Assessment requirements for Term 3 (as prescribed in CAPS)

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

vi Grade 1 1 MATHEMATICS Term 3

FET_Maths_Term3_Gr11.indb 6 2018/06/11 3:07:04 PM

Grade 1 1 MATHEMATICS Term 3 vii

FET_Maths_Term3_Gr11.indb 7 2018/06/11 3:07:04 PM

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

viii Grade 1 1 MATHEMATICS Term 3

FET_Maths_Term3_Gr11.indb 8 2018/06/11 3:07:04 PM

RESOURCE PACK, ASSESSMENT AND POSTERS

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

zz Writing your school’s name on all resources

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

ASSESSMENT AND MEMORANDUM

Grade 1 1 MATHEMATICS Term 3 ix

FET_Maths_Term3_Gr11.indb 9 2018/06/11 3:07:04 PM

x Grade 1 1 MATHEMATICS Term 3

FET_Maths_Term3_Gr11.indb 10 2018/06/11 3:07:04 PM

Term 3, Topic 1: Measurement

Breakdown of topic into 1 lesson:

Lesson title Suggested time (hours)

Grade 1 1 MATHEMATICS Term 3 1

FET_Maths_Term3_Gr11.indb 1 2018/06/11 3:07:05 PM

GRADE 10 and Senior

C WHAT THE NSC DIAGNOSTIC REPORTS TELL US

D ASSESSMENT OF THE TOPIC

2 Grade 1 1 MATHEMATICS Term 3

FET_Maths_Term3_Gr11.indb 2 2018/06/11 3:07:05 PM

cube 3D object (solid) with six equal square faces

rectangular 3D object (solid) with six rectangular faces

Grade 1 1 MATHEMATICS Term 3 3

FET_Maths_Term3_Gr11.indb 3 2018/06/11 3:07:05 PM

4 Grade 1 1 MATHEMATICS Term 3

FET_Maths_Term3_Gr11.indb 4 2018/06/11 3:07:05 PM

TERM 3, Topic 1, Lesson 1

REVISION OF GRADE 10 WORK

POLICY AND OUTCOMES A

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

3. You will need Resources 1 and 2 from the Resource Pack.

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

Grade 1 1 MATHEMATICS Term 3 5