This post will be periodically updated every time we post a new video we will also update it. The main aim of the post is to provide you with Mathematics N4 tips and strategies that you can incorporate as you prepare for your final exams.

Mathematics N4 is one of the most interesting subject and if properly studied it becomes easier to even get a distinction. The aim of this post is to support students with different topics that can be challenging to understand but made easier for easy understanding.The lessons are also made short to ensure maximum understanding.

The first question focused on algebra with two topics being covered-exponents as well as logarithms.

Question 1.1 was testing students on their knowledge and understanding of laws of exponents. Though straight forward, students needed to be careful with question 1.1.3 as it required them to use surds knowledge with exponents.

The whole of question two was out of 9 marks with question 2.1 carrying 6 marks and a must grab for students. Question 2 again was on algebra and both questions 2.1 and 2.2 are common routine questions. Question 2.2 in particular was a simple algebraic subtraction that is common and needed students to be wary of errors especially when dealing with the negative sign, otherwise there was just nothing much to worry about.

Question 2.1 was on long division. Long division can at times be challenging to students but with enough practice you can master the steps and be able to get all your marks.

Check a sample video below on long division and use the technique to solve this similar question.

Question 3 carried a full 16 marks and again mainly centred on algebra. The main topics it covered included factorisation (question 3.1), simplification of fractions (question 3.2) and finding the lowest common multiple (LCM) and highest common multiple (HCF). All the questions were simple routine problems and if a student had understood the basics of these then all the 16 marks were easy to get.

The other videos can also be of help to practice such similar questions

**For question 3.1.2 The following video shows how you could have factorised by grouping:**

**For question 3.2 on simplification of fractions, this video will be of great help:**

As for question 3.3 which was on lowest common multiple (LCM) and highest common multiple (HCF), the 5 marks given to it was an icing on the cake. Check the technique for solving such questions below as I solve the question for you as is in the question paper.

Question 4 focused also on algebra but dealing mainly with equations. Question 4.1 was on solving for x and simple equations that needed a student to understand expansion and fractions. Check out a few examples below on how I solve these questions and you can gain a few hints as you prepare for your final exam.

Question 5 was on graphs and graph sketching. Students needed to know plotting a straight line graph as well as a hyperbola which are covered in your syllabus.

Question 5.1 was on straight line graph and understanding of the straight line graph.

Question 5.2 was just on sketching a hyperbola. The tricky part to the question was the way they presented it. I will encourage that you enrol with our 24 minute lesson and ensure that you get enough teaching on these topics as they are also simpler to answer was properly taught. Get more information on how you can enrol with us by clicking here

Also if you are interested in registering for the Mathematics course with us, you can do so by clicking here

Question 6 was on geometry with question 6.2 requiring students to answer their geometry question stating reasons. I worked out this question for you check it out below. The 8 marks given to it indeed was an opportunity for one to capitalise on.

Question 7 was on trigonometry and required students to understand their basic trigonometry. I will say I was dissapointed at this section as the examiner did not give enough juice to this section but rather chose to be mild. In total the whole section was out of 9 marks which was too low for those students who had prepared well for this section.

However, do not be decieved for your next exam and think it might be the same and you neglect trigonometry. I encourage you to study it well and be prepared for the unexpected.

This was the last question and focused on mensuration of plane shapes. It had a total of 14 marks and a good section for students to score good marks.

Question 8.1 mainly required students to understand the theorem of Pythagoras as well as how to find a perimeter of a shape.

Question 8.2 needed students to understand area of a rectangle and how to manipulate it (algebra knowledge required)

Question 8.3 was on understanding percentages and a simple question if you practiced on them

Question 8.4 required students to understand ratio and a good question to score marks.

At 24 minute lessons, our main goal is to ensure you are more than ready for your final exams. We have lots of resources for student support the will ensure you pass your Mathematics N1 first time. The following resources are available:

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Register for Mathematics course with Ekurhuleni Technical College through distance learning or attend classes.

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Mathematics N3 Exam paper April 2020 Memo discussion is meant to discus the paper and look at how the students could have approached it.

This page is meant to discus the Mathematics N3 question paper that was supposed to be written in April 2020 but ended up being written in July 2020.

The reason for the change of dates was the postponement of the April exams due to the Covid 19 lockdown or closure of colleges. The paper however ended up being written in July 2020.

The exam paper was a fair exam and students who wrote the exam managed to grab some marks on some of the questions that have been repeating over the years.

**Question 1:**

Question 1 of the paper was a fair question and required students to apply their routine methods and involved factorisation in question 1.1. The main thing the examiner wanted to bring was to check if the students understood the k-method kind of substitution as it complicates when worked on directly. The question also involved the product sum-method I use when factorising a quadratic polynomial.

Question 1.2 required a straight forward recall of the remainder and factor theorem and the student was expected to have understood complete factorisation of a cubic function.

Lastly question 1.3 of the first question was a question on algebraic fractions and required students to recall addition. It also involved the knowledge of factorisation especially of the product-sum method that I always advise.

**Question 2**

Question 2 was also a fair question with question 2.1 being somehow needing students to apply expansion though using the knowledge of exponents.

Question 2.2 had two parts with 2.2.1 mainly a repeat question examiners like over the years of logarithms where a student is required to change the base of logarithm and match them in order to simplify the logs. it is also a routine problem and with good revision a student would have picked up all the 5 marks and to me an added bonus. Question 2.2.2 on the other hand was similar to question 1.1 in terms of student's ability to use the k-method. The only thing required of the student was the ability to simplify fractions and simplify a square root. Testing of the two answers was very important as they were also expecting a student not to submit both answers as correct. That is an area most students forget and from the 6 marks given to it, most end uo loosing a mark.

**Question 3**

Question 3 was also another question on algebra with question 3.1 focusing on word problems. The word problem given was a common one and a continuos problem solving question from Mathematics N1 and N2 and for a student who did their N1 and N2 it might have actually come out easier. This area most students struggle but can give them good marks if properly mastered. Question 3.2 was another reppeat question over the years of simplifying a subject of fromula where the unkown is an exponent and the student must use logarithms or natural logarithms (ln) to simplify. Frankly on this question, I think the 5 marks given to it was a big bonus as I think most students revise that part very well. Question 3.3 was in two parts and was a routine and a problem solving question and most students might have missed the instruction on 3.3.2 where they were supposed to give product of the two solutions. The marks given to it I think was mean by the examiner I expected a little more considering the other marks they were so generous. Well I guess the aim was to make students pass it well.

**Question 4**

Question 4 was a question on coordinate geometry (or analytical geometry) and had six questions in total. The good part of this section is that it gives students an opportunity to work their way down. The questions were more routine with no much problem solving but mainly recall. Question 4.1 was on the gradient of a line. Question 4.2 was on the angle of inclination. Question 4.3 was on the distance of a line. Qiestion 4.4 and 4.5 were on the equation of a line for a peperndicular and parallel lines respectively and with question 4.6 on the intersection of lines.

**Question 5**

Question 5 was mainly on calculus with 5.1 on a recall formula for sketching a circle. 5.2 exepcted students to perform differentiation and 5.3 was on sketching a cubic graph.

**Question 6**

Question 6 was on trigonometry and it is one section that had questions loaded with problem solving with question 6.1 requiring students to prove using trig identities. It is a question that required some problem solving for learners. Question 6.2 Was mainly a routine question on solving trig equations. Question 6.3 required some problem solving muscle as they studens had to interpret a diagram and answer questions based on their proper analyisis and it involved understanding the combination of using the sine rule and trig ratios. The last question was 6.4 which required students to sketch a graph and the domain given was small making the points challenging to use but an experienced student with graph sketching might have picked it up.

In overall it was a paper that was indded fair to pass and get a distinction. If interested in the paper you can download the full paper here:

**Mathematics N3 April 2020 Exam Question Paper Download**

**Memorandum of the question paper**

I also made a memorandum of the question paper and the video of the question papers are shown below. You can use the videos to watch some suggested solutions on how you could have approached the paper. You can actually give your self a test and mark your answers against mine to see how you fared in the test. Good luck.

**Find the videos below:**

- Being able to study at your own pace. You can choose your timetable and structure your classes so that they do not disturb your other commitments.
- Better and quality learning without pressure of being forced to understand a concept. In the normal class, when you ask a question, you become afraid to ask a follow up question for the fear of annoying the teacher. Online videos do not get annoyed.
- Being honest with yourself and more open in online class/learning because you are not being judged.
- You can repeat the lessons as many times as you can if you forget a concept or want to recap again
- Much more convenient and cheaper option versus contact learning which involves travelling and expensive fees.
- And currently with the outbreak of Covid 19, it is the safest way to learn and ensure you are safe.

Learning **Mathematics** has never been easier with the option of **online learning**. No more limitation to attending classes and having to sacrifice your time. With online classes, you can learn from your home and just prepare for your final exams.

Online lessons for Mathematics N3 are designed to offer options for those students who have their schedules packed and cannot afford any time to attend classes. Let us face it, in today's ever busy world, you cannot afford to stop one project so that you can focus on the other one-**why not choose to do all of them**. Online learning afford you such opportunity.

Another important thing that the online learning will fix is for those students who are v**ery very unhappy with their teachers/lecturers and they have nothing to do about it**. The good news is with online learning, you can have a** lecturer of your choice**, whom you understand and can still achieve **even better results** than being stuck with a boring lecturer.

Truth be said, how many students have failed as a result of picking up a fight with or disliking a lecture. Online learning makes students * not be at the mercy of their lecturers* but gives lectures a deeper introspection on how they approach their lessons and their students.

**Mathematics N3 online lessons** will go a long way in assisting you to pass the most important subject in your career and without it, you will sabotage your prospects of ever graduating.

The maths N3 online classes are conducted in two forms-firstly through **pre-recorded videos** which the students engages themselves in on daily basis through the provided platform. Secondly **live sessions** or lesson are provided on the subject and students join the online class. Both of these are very effective in ensuring you pass the subject.

The mathematics online lessons are for **24 minutes per day** for the next 10 weeks and you will be ready to write your final exams. A student can at times need more time and this is still possible since these lessons are available for the student 24/7.

The fees payable for the online classes are much cheaper compared to the contact classes, not to mention the hidden costs in contact classes such as transport/fuel, food and time lost in-between.With online lesson, you use the same internet connection you are already using in the house and you are live and ready to learn at the convenience of your time or schedule.

Registration for the classes can be at any time **as per student needs** and this can be timed with when you want to write your final exams. Exams are written three times in a year and hence the student can choose their exam time accordingly.

For you to connect online you need devices such as your smartphone-a bigger phone screen the better for better visual, or a computer desktop or laptop or tablet. Any device that can allow you to stream videos is suitable plus your internet connection and thats it. The rest will be handled by the syetems put in place. For live classes, your device must have a camera and this is up to you how you want the quality of your camera to be like as per your device.

Is passing a must for you, then register today for online maths n3 classes. We will hold you by hand until the finish line. Click Here

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