Foreword

In order to improve learning outcomes the Department of Basic Education conducted research
to determine the specific areas that learners struggle with in Grade 12 examinations. The research
included a trend analysis by subject experts of learner performance over a period of five years
as well as learner examination scripts in order to diagnose deficiencies or misconceptions in
particular content areas. In addition, expert teachers were interviewed to determine the best
practicesto ensure mastery of thetopic by learners and improve outcomes in terms of quality and
quantity.

The results of the research formed the foundation and guiding principles for the development of
the booklets. In each identified subject, key content areas were identified for the development of
material that will significantly improve learner's conceptual understanding whilst leading to improved
performance in the subject.

The booklets are developed as part of a series of booklets, with each bookletfocussing onlyon
one specific challenging topic. The selected content is explained in detail and include relevant
concepts from Grades 10 - 12 to ensure conceptual understanding.

The main purpose of these booklets is to assist learners to master the content starting from a
basic conceptual level of understanding to the more advanced level. The content in each booklets
is presented in an easy to understand manner including the use of mind maps, summaries and
exercises to support understanding and conceptual progression. These booklets should ideally
be used as part of a focussed revision or enrichment program by learners after the topics have
been taught in class. The booklets encourage learners to take ownership of their own learning
and focus on developing and mastery critical content and skills such as reading and higher order
thinking skills.

Teachers are also encouraged to infuse the content into existing lesson preparation to ensure in-
depth curriculum coverage of a particular topic. Due to the nature of the booklets covering only
one topic, teachers are encouraged to ensure learners access to the booklets in either print or
digital form if a particular topic is taught.
TABLE OF CONTENTS PAGE
1. Foreword i

2. How to use this booklet 1

3. Study and examination tips 1

4. Quadratic Equations 2

4.1 Mindmap of quadratic equations 2

4.2 Quadratic equations 2

5. Check your answers 20

6. Message to Grade 12 learners from the writers 21

7. Thank you and acknowledgements 21

ii
2. How to use this booklet
This booklet is designed to clarify the content prescribed for Technical Mathematics. In
addition, it has some tips on how you should tackle real life-problems on a daily basis.
Candidates will be expected to have already mastered the content outlined for Grades 8-11.

This booklet must be used to master some mathematical rules that you may not have been
aware of. The prescribed textbook must also be used.

3. Study and examination tips

All learners should be able to acquire sufficient understanding and knowledge to:
• develop fluency in computation skills without relying on the use of a calculator;
• generalise, make conjectures and try to justify or prove them;
• develop problem-solving and cognitive skills;
• make use of the language of Technical Mathematics;
• identify, investigate and solve problems creatively and critically;
• use the properties of shapes and objects to identify, investigate and solve problems
creatively and critically;
• encourage appropriate communication by using descriptions in words, graphs,
symbols, tables and diagrams;
• practise Technical Mathematics every day.

1
4 Quadratic Equations
4.1 Mindmap of quadratic equations

SIMULTANEOUS
1 FACTORISATION EQUATIONS 5

QUADRATIC
EQUATIONS

FORMULA NATURE OF
2 4
ROOTS

INEQUALITIES
INEQUALITIES

4.2 Quadratic equations

A quadratic equation has, at most, two solutions - also referred to as roots. There are
some situations, however, in which a quadratic equation has either one solution or no
solutions.

4.2.1 Finding the roots of the equation by factorisation

Step 1: The equation should be in the form ax2 + bx + c = 0 (standard form)

• common factors
Step 2: Factorise the quadratic. • difference between two square
• trinomials

Step 3: Write the equation with factors.

Step 4: Solve the equation:

If two brackets are multiplied together and give 0, then one of the brackets
must be 0.
If A . B = 0
then A = 0 or B = 0

2
Step 5: Write the final answer.

Examples
1. 3x2 – 2x = 0 (3)
x(3x – 2) = 0 Take out a common factor √
x = 0 or (3x – 2) = 0 fA.B=0
then A = 0 or B = 0 √√
2
x = 0 or x = Final answer (x – values)
3

2. 5x2 = 20 (4)
5x2 - 20 = 0 Write in standard form √
5(x2 – 4) = 0
x2 – 4 = 0 Divide by 5.
(x – 2)(x + 2) = 0 Factorise the difference between two squares.
(x –2) = 0 or (x + 2) = 0
x = 2 or x = – 2 Final answer (x – values) √√

3. 4x2 = 9x – 2 (4)
4x2 – 9x + 2 = 0 Standard form √
(4x – 1)(x – 2) = 0 Factorise √
4x –1 = 0 or x – 2 = 0
1
x= or x = 2 Final answer (x – values) √√
4

4. x – 6 – 3x(x – 6) = 0 (5)
x – 6 – 3x2 +18x = 0 Remove brackets √
– 3x +19x – 6 = 0
2
Standard form √
– 3x2 +19x – 6 = 0 Make a > 0 by multiplying by (–1)
(3x – 1)(x – 6) = 0 Factorise √
(3x – 1) = 0 or (x – 6) = 0
1
x= or x = 2 Final answer (x – values) √√
3

3
 For you to do:
Solve for x: Marks Answers
1.1.1 (x – 2)(4 + x) = 0 (2) x = 2 or x = – 4
1
1.1.2 (x + 3)(3x –1) = 0 (2) x = –3 or x =
3
2
1.1.3 (x – 3)(5x + 2) = 0 (2) x = –3 or x =
5
1.1.4 (x2 – 4)(x – 2) = 0 (2) x = 2 or x = – 2
1.1.5 x2 + 5x – 6 = 0 (3) x = 6 or x = – 1
1.1.6 x2 – x – 20 = 0 (3) x = 5 or x = – 4
1.1.7 x2 + 2x = 0 (3) x = 0 or x = – 2
7
1.1.8 3x2 – 7x = 0 (3) x = –0 or x =
3
1.1.9 (x –1)(x + 2) = 4 (4) x = 2 or x = – 3
1.1.10 (x –1)(x + 8) = 10 (4) x = 2 or x = – 9
3
1.1.11 2x2 + x = 3 (4) x= or x = 1
2
2 9
1.1.12 x –18 – 6x(x – 5) = 0 (5) x= or x =
3 2

4.2.2. Quadratic formula:

• Important aspects of using the quadratic formula: on quadratic

equations given with the form: ax2 + bx + c = 0,where "a" is the coefficient of x2; "b" is
the coefficient of x; "c" is the constant term.

• It can be used to solve for x in equations given in any form, i.e. those that can be
factorised and those that cannot be factorised.
Steps to follow when using the quadratic formula:
Step 1:
Identify the values of: "a" , "b" & "c" from the given standard equation ax2 + bx + c = 0

Step 2:
Write the quadratic formula:

Step 3:
Substitute the numerical values of "a" , "b" & "c" into the quadratic formula.

4
Step 4:
Use a calculator to solve for x values.

Examples
Solve for x by using the quadratic formula. Correct to two decimal places where necessary, if:

1. x2 + 2x – 3 = 0
Solution:

2.

5
6
Exercises 1.2
Solve for x by using the quadratic formula. Correct to two decimal places where necessary, if:

No. Activity: Marks Answers

1.2.1 x2 – 4x + 4 = 0 (4) x = 2 or x = – 4
1.2.2 x2 – 2x – 3 = 0 (4) x = –1 x = 3
1.2.3 x2 – 2x + 2 = 0 (4) No solution.
1.2.4 –18 + 31x = 6x2 (4) x = 4,50 x = 0,67
1.2.5 3x2 + 5x = 7 (4) x = –2,57 x = 0,91
1.2.6 x2 – 2x – 2 = 0 (4) x = –0,73 x = 2,73
1.2.7 – x2 – 2 = –5x (4) x = 0,44 x = 4,56

4.2.3 Quadratic inequalities

The following pre-knowledge is important for you to be able to solve quadratic inequalities:
knowledge of inequalities, knowledge of solving linear inequalities, and factorisation.

Inequalities
Symbol Words Example
> Greater than x > 3 All real numbers greater than 3.
< Less than y < 9 All real numbers less than 9.
>
– Greater or equal to y>– 7 All real numbers equal to or greater than 7, i.e.
including 7.
<
– Less than or equal to x <– 67 All real numbers equal to or less than 67, i.e.
including 67.

Solving inequalities is very much like solving equations. The difference is: when you solve the
equation, you get the point; when you solve inequalities, you get an interval.

7
Examples
Solve for x
(a) x + 3 = 7 (b) x + 3 >
– 7 (c) –x + 3 = 7 (d) –x + 3 >
– 7

Solutions
(a) x + 3 = 7
x=7–3 Isolate x
x=4

(b) x + 3 >
– 7
x>
– 7–3 Isolate x
x>
– 4

(c) –x + 3 = 7
–x = 7 – 3 Isolate x
–x = 4
x=–4

(d) –x + 3 >
– 7
–x >
– 7–3 Isolate x
–x >
– 4
x <
– –4 Multiplying by a negative changes the inequality

Solving quadratic inequality

Quadratic equations are equations in the form ax2 + bx + c = 0, a ≠ 0
Quadratic inequality are inequalities in the form ax2 + bx + c >
– 0, a ≠ 0
or ax2 + bx + c < – 0, a ≠ 0 or ax2 + bx + c > 0, a ≠ 0 or
ax2 + bx + c < 0, a ≠ 0

To solve quadratic inequality, you have to determine the critical values. In order to determine
the critical values, change the inequality to an equal sign and solve quadratic equations.

Note: When the product of the two factors is equal to or less than or zero, solutions are on the
left of the smaller critical value, or on the right of the larger critical value.

8
Examples
Solve for x and represent your answer graphically.

(a) x2 + x – 2 >
– 0
Solutions
x2 + x – 2 >
– 0
(x + 2)(x –1) >
– 0 Factorise
critical values are x = – 2 or x = 1
Solutions Graphical representation
x <
– – 2 or x >
–1

(b) 3x2 – 2x +1 <

– 0
3x2 – 2x +1 <
– 0
(3x – 1)(x +1) <
– 0 Factorise
1
critical values are x = – 1 or x = The value of x
3
Solutions Graphical representation
1
–1 < – x <– 3

(c) x2 –5x – 6 <– 0

(x – 6)(x +1) <
– 0
critical values are x = – 1 or x = 6
Solutions Graphical representation
–1 <
– x <
– 6

(d) – x2 > – 3x
– x2 + 3x > 0
x2 – 3x < 0
x(x – 3) < 0 Factorise
critical values are x = 0 or x = 3
Solutions Graphical representation
0 < <3
– x–

9
(e) 2x2 – 6 < 0
x2 – 3 < 0 Divide by
x2 < 3
critical values: x = – √3 or x = √3
Solutions Graphical representation
– √3 <
– x <
– √3

Activities
Solve for x in each of the following and represent the solution graphically.
(a) 2x2 + 3x +1< 0 (4)

(b) x2 – 3x > 2 (5)

(c) x2 < 9 (5)

(d) 2x2 – 8 <

– 0 (4)

(e) –3x2 + 5x < 0 (4)

Solutions
(a) 2x2 + 3x + 1 < 0
(2x + 1)(x + 1) 0 ✓ Factors
1
critical values are x – 1 or x = – ✓ Critical values
1 2 1
Solutions – 1 < x < – ✓ –1<x<–
2 2
Graphical representation
✓ Graphical representation
(4)

(b) x2 – 3x > – 2 ✓ Standard form

x2 – 3x > + 2 > 0 ✓ Factors
critical values are x = 1 or x = 2 ✓ Critical values
Solutions x < 1 or x > 2 ✓ x < 1 or x > 2
Graphical representation
✓ Graphical representation
(5)

10
(c) x < 9 ✓ Standard form
x–3<0
(x + 3)(x – 3) < 0 ✓ Factors
Critical values: x = – 3 or x = 3 ✓ Critical values
Solutions – 3 < x < 3 ✓ x = – 3 or x = 3
Graphical representation
✓ Graphical representation
(5)

(d) 2x2 – 8 >

– 0
x2 – 4 >
– 0 ✓ Divide by 2
(x + 2)(x – 2) >
– 0 ✓ Factors
Critical values: x = – 2 or x = 2 ✓ Critical values
< – 2 or x –
Solutions x – < 2 ✓ x = – 2 or x = 2
Graphical representation
✓ Graphical representation
(4)

(e) –3x2 + 5x < 0

x(–3x +5) < 0
5
Critical values: x = 0 or x =
5 3
Solutions x < 0 or x >
3
Graphical representation

(4)

11
1.4 Nature of roots

Important aspects when finding the nature of roots:

• Formula: Δ = b2 – 4ac, where "a" is the coefficient of x2, "b" is the coefficient of x and "c" is the
constant term.
• The solutions of an equation are the roots of the same equation.
• The following is the nature:
If: Then the roots are:
1 Δ=0 Real, rational and equal.
2 Δ > 0 , perfect square Real, rational and unequal.
3 Δ > 0 not a perfect square Real, irrational and unequal.
4 Δ> – 0 Real
5 Δ<0 Non-real (unreal)

Steps to follow when determining the nature of roots:

Step 1:
Identify the values of:"a", "b" and "c" from the given standard equation ax2 + bx + c = 0

Step 2:
Write the Delta (discriminant) formula: Δ = b2 – 4ac

Step 3:
Substitute the numerical values of "a", "b" and "c"

Step 4:
Use a calculator to find the numerical value.

Step 5:
Use the numerical value found in Step 4 to determine the nature of roots.

12
Examples
Determine the nature of roots if:
1. x2 = 4x – 4
x2 – 4x + 4 = 0 Transpose 4x + 4 from the right-hand side to the left-hand
side.
Solution
a = 1, b = – 4 & c = 4 Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (–4)2 – 4(1)(4) ✓ Substitute the values of a = 1, b = – 4 & c = 4
Δ=0 ✓ Use a calculator to find the numerical value from the
previous step.
Since Δ = 0 is a perfect
square, then the roots are
real, rational and equal. ✓ Conclusion

2. 3x + 2 = 5x2
– 5x2 + 3x + 2 = 0 Transpose 5x2 from the right-hand side to the left-hand side.
Solution
a = – 5, b = 3 & c = 2 Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (3)2 – 4(–5)(2) ✓ Substitute the values of a = – 5, b = 3 & c = 2
Δ = 49 ✓ Use a calculator to find the numerical value from the
previous step.
Since Δ = 0 is a perfect
square, the roots are then
real, rational and unequal. ✓ Conclusion

3. x2 – 4x + 9 = 0
Solution
a = 1, b = – 4 & c = 9 Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (–4)2 – 4(1)(9) ✓ Substitute the values of a = 1, b = – 4 & c = 9
Δ = –20 ✓ Use a calculator to find the numerical value from the
previous step.
Since Δ = 0, the roots
are then non-real (unreal) ✓ Conclusion

13
4. 3x2 + 7x – 9 = 0
Solution
a = 3, b = –4 & c = –9 Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (–7)2 – 4(3)(–9) ✓ Substitute the values of a = 3, b = 7 & c = – 9
Δ = 112 ✓ Use a calculator to find the numerical value from the
previous step.
Since Δ > 0 is not a perfect
square, the roots are then
real, irrational and unequal. ✓ Conclusion

14
Exercises 1.3A
Determine the nature of roots if:

No. Activity: Marks Answers Nature of roots

1.3.1 –2x – 4x + 4 = x2 (4) 0 Real, rational and equal
1.3.2 x2 – 3 = 2x (4) 16 Real, rational and unequal
1.3.3 x2 – 2x + 2 = 0 (4) –4 Non-real
1.3.4 –18 + 31x – 6x2 (4) 769 Real, irrational and unequal
1.3.5 3x2 + 5x = 7 (4) 109 Real, irrational and unequal
1.3.6 x2 = 2x + 2 (4) 12 Real, irrational and unequal
1.3.7 – x2 + 5x – 2 = 0 (4) 17 Real, irrational and unequal

Important aspects of finding the value of an unknown, if the nature of roots is given:
• Formula: b2 – 4ac = Δ, where "a" is the coefficient of x2, "b" is the coefficient of x and "c" is the
constant term.
• The solutions of an equation are the roots of the same equation.
• The following is the nature:
If the roots are: Then:
1 Real, rational and equal Δ=0
2 Real, rational and unequal Δ>0
3 Real, irrational and unequal Δ>0
4 Real Δ>
– 0
5 Non-real (unreal) Δ<0

Steps to follow when finding the unknown if the nature of roots is given:
Step 1:
Identify the values of: "a", "b" and "c" from the given standard equation ax2 + bx + c = 0

Step 2:
Decide how Delta should be based on the given nature of roots.

Step 3:
Write the Delta (discriminant) formula: Δ = b2 – 4ac

Step 4:
Solve an equation to find the unknown previous step.

15
Examples
1. Determine the value of k if the roots of x2 = 4x + k = 0 are real, rational and equal.
x2 = 4x + k = 0
Solution:
a = 1, b = – 4 & c = k Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (–4)2 – 4(1)(k) ✓ Substitute the values of a = 1, b = – 4 & c = k
16 – 4k = 0 Then determine the nature of roots.
Δ=4 ✓ Solve an equation to find the unknown previous step.

2. Determine the value of k if the roots of 5x2 + kx +10 = 0 are real, rational and equal.
5x2 + kx +10 = 0
Solution:
a = 5, b = k & c = 10 Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (k)2 – 4(5)(10) ✓ Substitute the values of a = 1, b = k & c = 10
k2 – 100 < 0 ✓ Decide how delta should be based on the given nature
of roots.
– 10 < k < 10 ✓ Solve an equation to find the unknown previous step.

3. Determine the value(s) of k if the roots of x2 – 4x + k = 0 are real and unequal.

x2 – 4x + k = 0
Solution:
a = 1, b = –4 & c = k Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (4)2 – 4(1)(k) ✓ Substitute the values of a = 1, b = – 4 & c = k
16 – 4k = 0 ✓ Decide how delta should be based on the given nature
of roots.
k<4 ✓ Solve an equation to find the unknown previous step.

16
4. Determine the value(s) of k if the roots of 3x2 + 7x + k = 0 are real and unequal.
3x2 + 7x + k = 0
Solution:
a = 3, b = 7 & c = k Identify the values of a, b and c
Δ = b2 – 4ac ✓ Write the quadratic formula.
Δ = (7)2 – 4(3)(k) ✓ Substitute the values of a = 3, b = 7 & c = k
49 – 12k >– 0 ✓ Decide how delta should be based on the given nature
of roots.
49
k<
– ✓ Solve an equation to find the unknown previous step.
12

17
Exercises 1.3B
Determine the value(s) of p if the nature of roots is given as follows:

No. Activity: If the roots are: Marks Answers

1.3.1 x2 – 2x + p = 0 Unreal 4 p>1
1.3.2 x2 – 2x + p = 0 Real, rational and equal 4 p=1
1.3.3 x2 – 2x + 2 = 0 Real, rational and unequal (4) p<1
961
1.3.4 p + 31x – 6x2 Real for all values of p (4) p>
24
25
1.3.5 3x2 + 5x = – p Non-real (4) p>
12
1.3.6 x2 – xp +1 = 0 Real, rational and unequal (4) p < 2 or p > 2
25
1.3.7 – x2 + 5x + p = 0 Real, rational and equal (4) p=–
4

4.2.3 Simultaneous equations

Solving equations with two unknown values.

In Grade 11, learners are expected to solve linear and quadratic equations.

Revision in Grade 12.

Procedure to solve:
Given the linear and quadratic:
1. Start with the linear equation; make one of the unknowns the subject of the formula.
2. Substitute the variable that was made the subject in the quadratic equation.
3. Apply the rules for solving quadratic equations.
4. Once you get the values, substitute them into the linear equation and then solve the
second unknown value.

18
Example Explanation Marks
1. x + y = –5 (1) Name your equations equation 1 6
x2 – 4xy + 15 = 0 (2) and equation 2. ✓ Subject
Solution
x=–5–y (3) From the linear equation, make x
x2 – 4xy + 15 = 0 or y the subject of the formula. ✓ Substitution
(–5 – y)2 – 4y(–5 – y) + 15 = 0 Substitute x in (2). ✓ Standard form
25 + 10y + y2 + 20y + 4y2 + 15 = 0 Standard form of quadratic equation ✓ Factors
5y2 + 30y + 40 = 0 Simplified standard form ✓ Values of y
y2 + 6y + 8 = 0 Standard form of quadratic equation
(y + 2)(y + 4) = 0 Values of y Substitute y values in (3) ✓ Values of x
y = 2 or y = – 4

x=–5–y
If y = – 2 or if y = –4
x = – 5 – (– 2) or x = – 5 – (– 4)
=–3 or =–1

2. 3y = 2x Linear is already a subject (5)

x2 – y2 + 2x – y =1 Quadratic is also in terms of y ✓ Equating

3. y = 8x + 9
y = – x2 + 4x + 5
Solution
– x2 + 4x + 5 = 8x + 9 In this case, equate the two equations,
– x2 + 4x + 5 – 8x – 9 = 0 because they are both equal to y.
– x2 – 4x – 4 = 0 ✓ Standard form
x2 + 4x + 4 = 0 ✓ Factors
(x + 2)(x + 2) = 0 ✓ Value of x
x=–2 ✓ Value of y

If x = – 2
y = 8x + 9 y = – x2 + 4x + 5 Substitute in either equation.
y = 8(– 2) + 9 or
y = –(–2)2 + 4(–2) + 5
y = 3 or y = 3

19
Activity Marks Answers
1
1. x = 2y + 1 (6) y= and y = – 1
2
x2 – 2y + 3xy = 6 x = 2 and x = – 1

1
2. x + 2y = 5 (6) y= and y = 4
4
9
2y2 – xy – 4x2 = 8 x= and x = 3
2

3. x+y+2=0 (5) y = 0 and y = – 2

x2 + y2 = 4 x= –2 and x = 0

5
4. 2x + y = 3 (6) y= and y = – 3
3
2
x2 + y + x = y2 x= and x = 3
3

5. y=x–3 (5) y = 0 and y = – 4

y = x2 – x – 6 x= 3 and x = – 1

5. Check your answers

• Indicate answers/responses to the questions and activities in this section.
• Please ensure accurate correlation to the activity in the previous section.
• Indicate mark allocation (use ticks ✓) where required, but more importantly, explain how
marks are allocated in the examination.

20
6. Message to Grade 12 learners from the writers
Technical Mathematics can be fun, as it requires you to pull together all the pieces you learnt in
the lower grades to answer the Grade 12 examination. If you skipped one grade before Grade
12, it will have left a void in the grounding needed to pass this examination.

Please ensure that you know all the axioms and corollaries (all the rules) needed to answer
the questions. Answer Technical Mathematics exemplar papers before you sit the final
examinations.

Write an exemplar in 3 hours and mark your script on your own, using the memorandum, to
gauge if you are ready for the final paper. The memorandum is also available on the DBE
website.

We assure you that this year’s final paper will be similar to those of previous years, in both
format and style.

Eat only a small food, in order for your cerebrum (brain) to work promptly and effectively.
Digestion occupies the functioning of your brain.

Blast the final paper.

7. Thank you and acknowledgements

We hope the explanations provided will be well received as you prepare for the final
examinations. Mr Leonard Gumani Mudau, Mrs Nonhlanhla Rachel Mthembu, Mrs Nontobeko
Tom and Mr Percy Steven Tebeila all wish you well.

21