CAPS FET - MATHEMATICAL LITERACY - GR 10-12 - Web - DDA9 PDF

MATHEMATICAL LITERACY
National Curriculum Statement (NCS)

Curriculum and Assessment
Policy Statement
Further Education and Training Phase

Grades 10-12

Curriculum and Assessment Policy Statement

GRADES 10-12
CAPS
MATHEMATICAL LITERACY GRADES 10-12
Department of Basic Education

222 Struben Street
Private Bag X895
Pretoria 0001
South Africa
Tel: +27 12 357 3000
Fax: +27 12 323 0601
120 Plein Street Private Bag X9023

Cape Town 8000
South Africa
Tel: +27 21 465 1701
Fax: +27 21 461 8110
Website: http://www.education.gov.za
2011 Department of Basic Education
Isbn: 978-1-4315-0574-6
Design and Layout by: Ndabase Printing Solution
Printed by: Government Printing Works
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
FOREWORD by thE ministER

Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). the Preamble to the Constitution states that the aims of the
Constitution are to:

heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
improve the quality of life of all citizens and free the potential of each person;
lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and
build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.
Education and the curriculum have an important role to play in realising these aims.
in 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.
From 2012 the two national Curriculum statements, for Grades R-9 and Grades 10-12 respectively, are combined
in a single document and will simply be known as the National Curriculum Statement Grades R-12. the National
Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide
clearer specification of what is to be taught and learnt on a term-by-term basis.
the National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in south
African schools and comprises of the following:
(a)
Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document;
(b)
National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and
(c)
National Protocol for Assessment Grades R-12.
MRS ANGIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION
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CONTENTS
Section 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS... 3
1.1 Background......................................................................................................................................................3
1.2 Overview...........................................................................................................................................................3
1.3 General aims of the South African Curriculum.............................................................................................4
1.4 Time allocation.................................................................................................................................................6

1.4.1 Foundation Phase....................................................................................................................................6
1.4.2 Intermediate Phase..................................................................................................................................6
1.4.3 Senior Phase............................................................................................................................................7
1.4.4 Grades 10-12...........................................................................................................................................7
SECTION 2: INTRODUCTION TO MATHEMATICAL LITERACY.............................................................8

2.1
What is Mathematical Literacy....................................................................................................................... 8
2.2
Progression in Mathematical Literacy........................................................................................................ 11
2.3 Overview and weighting of topic................................................................................................................. 12

2.4 Suggested time allocation............................................................................................................................ 15
2.5 Suggested work schedule............................................................................................................................ 15
SECTION 3: CONTENT AND SCOPE OF CONTEXTS PER TOPICS....................................................20

3.1 Introduction................................................................................................................................................... 20
3.2 Overview of contexts, content and/or skills per topic and grade............................................................. 21
3.3 Detailed outline of content/skills to be taught per grade.......................................................................... 25
Part 1.Basic Skills Topics................................................................................................................................. 25

Interpreting and communicating answers and calculations........................................................................ 26
Numbers and calculations with numbers................................................................................................... 27
Patterns, relationships and representations............................................................................................... 36
Part 2.Application Topics................................................................................................................................. 47

Finance...................................................................................................................................................... 48
Measurement............................................................................................................................................. 61
Maps, plans and other representations of the physical world.................................................................... 72
Data handling............................................................................................................................................. 81
Probability.................................................................................................................................................. 90
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SECTION 4: ASSESSMENT IN MATHEMATICAL LITERACY................................................................96
4.1 Introduction .................................................................................................................................................. 96
4.2 Informal or daily assessment....................................................................................................................... 97
4.3
Formal assessment....................................................................................................................................... 97
4.4
Programme of assessment.......................................................................................................................... 98
4.4.1 Programme of assessment in Mathematical Literacy .......................................................................... 98
Programme of assessment for Mathematical Literacy in Grades 10 and 11................................... 98

Programme of assessment for Mathematical Literacy in Grade 12................................................. 99
Description of the assessment tasks in Mathematical Literacy...................................................... 100
Summary of the formal assessment tasks listed in the CAPS document...................................... 102

4.4.2 Examinations for Grades 10, 11 and 12.............................................................................................. 104
Overview........................................................................................................................................ 104
Time and mark allocation............................................................................................................... 104
Additional information regarding examination papers.................................................................... 105
Paper 1 and Paper 2 compared..................................................................................................... 108
Contexts......................................................................................................................................... 108
Weighting of topics......................................................................................................................... 109
Distribution of marks according to taxonomy levels....................................................................... 109
Additional information on the mid-year examinations.................................................................... 109
4.5 Recording and reporting............................................................................................................................ 110
4.6 Moderation of assessment..........................................................................................................................111
4.7 Appendices.................................................................................................................................................. 112
Appendix 1 Description of the levels in the mathematical literacy assessment taxonomy....................... 112
Appendix 2 Assessment task example: Responsible use of paracetamol............................................... 117
Appendix 3 Further interpretation of the levels in the mathematical literacy assessment taxonomy...... 120
4.8 General......................................................................................................................................................... 128
sECTION 1
INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for
MATHEMATICAL LITERACY gradeS 10-12
1.1 Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.
1.2 Overview
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i)
Curriculum and Assessment Policy Statements for each approved school subject;
(ii)
The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and
(iii)
The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the
(i)
Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and
(ii)
National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.
(c)
The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:
(i)
The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;
(ii)
The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;
(iii)
The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;
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(iv)
The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
(v)
The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.
(d)
The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.
1.3 General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.
(b)
The National Curriculum Statement Grades R-12 serves the purposes of:
equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
providing access to higher education;
facilitating the transition of learners from education institutions to the workplace; and
providing employers with a sufficient profile of a learners competences.
(c)
The National Curriculum Statement Grades R-12 is based on the following principles:
Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;
Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;
Progression: content and context of each grade shows progression from simple to complex;

Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;
Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.
(d)
The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
identify and solve problems and make decisions using critical and creative thinking;
work effectively as individuals and with others as members of a team;
organise and manage themselves and their activities responsibly and effectively;
collect, analyse, organise and critically evaluate information;
communicate effectively using visual, symbolic and/or language skills in various modes;
use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and
demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.
(e)
Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Educations Guidelines for Inclusive Teaching and Learning (2010).
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1.4 Time Allocation
1.4.1 Foundation Phase
(a)
The instructional time in the Foundation Phase is as follows:

SUBJECT
Home Language
GRADE R
(HOURS)
GRADES 1-2
(HOURS)
GRADE 3
(HOURS)
10
8/7
8/7
2/3
3/4
First Additional Language

Mathematics
Life Skills
Beginning Knowledge
(1)
(1)
(2)
Creative Arts
(2)
(2)
(2)
Physical Education
(2)
(2)
(2)
Personal and Social Well-being
(1)
(1)
(1)
TOTAL
23
23
25
(b)
Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c)
Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.
(d)
In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in
brackets for Grade 3.
1.4.2 Intermediate Phase

(a)
The instructional time in the Intermediate Phase is as follows:

SUBJECT
HOURS
Home Language
Mathematics
Natural Sciences and Technology
3,5
Social Sciences
Life Skills
Creative Arts
Physical Education
(1,5)
(1)
Personal and Social Well-being
(1,5)
TOTAL
27,5

1.4.3 Senior Phase
(a)
The instructional time in the Senior Phase is as follows:

SUBJECT
HOURS
Home Language
Mathematics
4,5
Natural Sciences
Social Sciences
Technology
Economic Management Sciences
Life Orientation
Creative Arts
TOTAL
27,5
1.4.4 Grades 10-12

(a)
The instructional time in Grades 10-12 is as follows:

Subject
Time allocation per week (hours)
Home Language
4.5
4.5
Mathematics
4.5
Life Orientation
minimum of any three subjects selected from Group B
A
Annexure B, Tables B1-B8 of the policy document, National policy
pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R-12, subject to the
provisos stipulated in paragraph 28 of the said policy document.
TOTAL
2
12 (3x4h)
27,5
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.
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sECTION 2
2.1 What is Mathematical Literacy?
The competencies developed through Mathematical Literacy allow individuals to make sense of, participate in and
contribute to the twenty-first century world a world characterised by numbers, numerically based arguments
and data represented and misrepresented in a number of different ways. Such competencies include the ability to
reason, make decisions, solve problems, manage resources, interpret information, schedule events and use and
apply technology. Learners must be exposed to both mathematical content and real-life contexts to develop these
competencies. Mathematical content is needed to make sense of real-life contexts; on the other hand, contexts
determine the content that is needed.
The subject Mathematical Literacy should enable the learner to become a self-managing person, a contributing
worker and a participating citizen in a developing democracy. The teaching and learning of Mathematical Literacy
should thus provide opportunities to analyse problems and devise ways to work mathematically in solving such
problems. Opportunities to engage mathematically in this way will also assist learners to become astute consumers
of the mathematics reflected in the media.
There are five key elements of Mathematical Literacy.

Mathematical Literacy involves the use of elementary mathematical content.
The mathematical content of Mathematical Literacy is limited to those elementary mathematical concepts and skills
that are relevant to making sense of numerically and statistically based scenarios faced in the everyday lives of
individuals (self-managing individuals) and the workplace (contributing workers), and to participating as critical
citizens in social and political discussions. In general, the focus is not on abstract mathematical concepts. As a rule
of thumb, if the required calculations cannot be performed using a basic four-function calculator, then the calculation
is in all likelihood not appropriate for Mathematical Literacy. Furthermore, since the focus in Mathematical Literacy is
on making sense of real-life contexts and scenarios, in the Mathematical Literacy classroom mathematical content
should not be taught in the absence of context.

Mathematical Literacy involves authentic real-life contexts.
In exploring and solving real-world problems, it is essential that the contexts learners are exposed to in this subject
are authentic (i.e. are drawn from genuine and reaslitic situations) and relevant, and relate to daily life, the workplace
and the wider social, political and global environments. Wherever possible, learners must be able to work with actual
real-life problems and resources, rather than with problems developed around constructed, semi-real, contrived and/
or fictitious scenarios. E.g. learners must be exposed to real accounts containing complex and messy figures rather
than contrived and constructed replicas containing only clean and rounded figures.
Alongside using mathematical knowledge and skills to explore and solve problems related to authentic real-life
contexts, learners should also be expected to draw on non-mathematical skills and considerations in making sense
of those contexts. E.g. although calculations may reveal that a 10 kg bag of maize meal is the most cost-effective,
consideration of the context may dictate that the 5 kg bag will have to be bought because the 10 kg bag cannot fit
inside the taxi and/or the buyer does not have enough money to buy the 10 kg bag and/or the buyer has no use for

10 kg, etc. In other words, mathematical content is simply one of many tools that learners must draw on in order to
explore and make sense of appropriate contexts.

Mathematical Literacy involves solving familiar and unfamiliar problems.
It is unrealistic to expect that in the teaching of Mathematical Literacy learners will always be exposed to contexts
that are specifically relevant to their lives, and that they will be exposed to all of the contexts that they will one
day encounter in the world. Rather, the purpose of this subject is to equip learners with the necessary knowledge
and skills to be able to solve problems in any context that they may encounter in daily life and in the workplace,
irrespective of whether the context is specifically relevant to their lives or whether the context is familiar. Learners
who are mathematically literate should have the capacity and confidence to interpret any real-life context that they
encounter, and be able to identify and perform the techniques, calculations and/or other considerations needed to
make sense of the context. In this sense Mathematical Literacy develops a general set of skills needed to deal with
a particular range of problems.
If Mathematical Literacy is seen in this way, then a primary aim in this subject is to equip learners with a set of skills
that transcends both the mathematical content used in solving problems and the context in which the problem is
situated. In other words, both the mathematical content and the context are simply tools: the mathematical content
provides learners with a means through which to explore contexts; and the contexts add meaning to the mathematical
content. But what is more important is that learners develop the ability to devise and apply both mathematical and
non-mathematical techniques and considerations in order to explore and make sense of any context, whether the
context is familiar or not.
The interplay between content, contexts and solving problems is illustrated in the following diagram:1
Mathematical Content
Real-life Contexts
Ratios
Baking
Percentages
Income and
expenditure
Tax
Running a
business
HIV/Aids
Cellphones
Statistics
Linear graphs
Competencies/Skills
Estimation
Budgeting
Making
comparisons
Analysing
Drawing graphs
Figure 1: Interplay between content, context and problem-solving skills in Mathematical Literacy
Mathematical Literacy involves decision making and communication.
A mathematically literate individual is able to weigh up options by comparing solutions, make decisions regarding
the most appropriate choice for a given set of conditions, and communicate decisions using terminology (both
1
p.15.
Adapted from: Brombacher, A. 2007. Mathematical Literacy A Reader. Cape Town: Bateleur Books.
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mathematical and non-mathematical) appropriate to the context. In the teaching of Mathematical Literacy, teachers
should provide learners with opportunities to develop and practise decision-making and communication skills.

Mathematical Literacy involves the use of integrated content and/or skills in solving problems.
The content, skills and contexts in this document are organised and categorised according to topics. However,
problems encountered in everyday contexts are never structured according to individual content topics. Rather, the
solving of real-life problems commonly involves the use of content and/or skills drawn from a range of topics, and
so, being able to solve problems based in real-life contexts requires the ability to identify and use a wide variety of
techniques and skills integrated from across a range of content topics.
10

To illustrate these elements of Mathematical Literacy, consider the following two cellphone advertisements that appeared in
the Sunday Times newspaper on 11 April 2010.
Context: The context is authentic, as drawn from a newspaper, and is relevant in that many people often have to make a choice
between different cellphone contract options.
Notice, however, that although the context is authentic, it is highly unlikely that this context will be relevant or familiar for all
learners. Nonetheless, situations in life in which we are expected to make comparisons occur frequently and a mathematically
literate individual is able to make sense of those situations irrespective of the context.
Content: To determine the conditions under which each of these contracts will be the most cost-effective, we could perform
calculations, complete tables or draw graphs. Whatever method we might choose, though, the method requires an understanding
of only basic mathematical concepts and calculations, and does not require an understanding of complex and/or abstract
mathematical principles.
It is also crucial to notice that the primary aim in working with these adverts is not to test understanding of a particular section of
mathematical content or calculation. Rather, the primary aim is to make sense of the context in order to make a decision about
which contract is the most cost-effective under a certain set of conditions.
Non-mathematical considerations: Although we can use mathematical calculations to determine the conditions for which
one contract is more cost-effective than the other, many people will choose a particular contract not because of cost, but
because of the make and model of cellphone that comes with the contract and/or the features attached to the phone. In other
words, although mathematical calculations provide us with a deeper insight into a scenario, there are often non-mathematical
considerations that affect the decisions we make. A mathematically literate person has the capacity to take into account both
mathematical and non-mathematical considerations and to be aware that there are factors other than economy which may
influence decisions.
Decision making and communication: Although we can use mathematical tools to explore the options, what is equally important
is being able to interpret the findings, make a decision about which contract is the most cost-effective option under certain
conditions, and communicate the decision with an awareness of non-mathematical considerations such as preference for
make, model, colour, features, etc. The mathematical calculations are meaningless without decision making and appropriate
communication.
Integrated content: In order to make sense of each of the contracts, we could perform cost calculations involving addition,
multiplication and division. An alternative approach would be to draw two graphs to represent each of the contract options
on the same set of axes. A still further approach involves completing a table of values. Irrespective of the method used,
interpretation and decision-making and communication skills will be needed to make sense of the calculated answers.
The point is that in order to make sense of the different cellphone contracts, a variety of techniques, calculations, skills and
content topics can and should be utilised. This approach must be adopted for all problem-solving scenarios.
2.2 Progression in Mathematical Literacy

Progression refers to the process of developing more advanced and complex knowledge and skills. In Mathematical
Literacy, progression occurs on three levels:
2.2.1 Content
One of the ways in which Mathematical Literacy develops across the grades is in terms of mathematical concepts/
skills. E.g. in Grade 10 learners are expected to be able to work with one graph on a set of axes; in Grade 11 two
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11

graphs; and in Grade 12 two or more graphs on the same set of axes. This is not the case for all topics, though, and
there are some instances where there is no new content in Grade 12 compared to Grades 10 and 11. In such cases
progression may occur in relation to contexts and/or problem-solving processes.
2.2.2 Contexts
Progression also occurs in relation to the nature, familiarity and complexity of the context in which problems are
encountered. Moving from Grade 10 to Grade 12, the contexts become less familiar and more removed from the
experience of the learner and, hence, less accessible and more demanding. There are some topics in which the focus
in Grade 10 is on contexts relating to the personal lives of learners and/or household issues (e.g. personal finance
cell-phone accounts; household budget), in Grade11 on contexts relating to the workplace and/or business environment
(e.g. business finance payslips; taxation), and in Grade 12 on contexts relating to scenarios encompassing wider
social and political contexts incorporating national and global issues (e.g. exchange rates and inflation).
While these broad categories of contexts work well to define progression for certain topics, for other topics, such as
measurement, map work and probability, these categories do not provide a useful indication of progression. In such
cases progression may occur in relation to content and/or problem-solving processes.
2.2.3 Confidence in solving problems
One of the key characteristics of a mathematically literate individual is the ability to identify and apply appropriate
mathematical and non-mathematical techniques needed to solve problems encountered in both familiar and unfamiliar
contexts. However, this ability to solve problems without guidance is not something that develops naturally, but rather
should be demonstrated and nurtured from Grade 10 to Grade 12. One of the key distinctions between Grade 10,
11 and 12 learners is the confidence with which learners are able to identify and utilise appropriate mathematical
content, techniques and other non-mathematical considerations in order to explore authentic real-life contexts without
guidance and/or scaffolding.
This progression in the development of confidence in solving problems can be linked directly to the Mathematical
Literacy assessment taxonomy (see section 4.3 Mathematical Literacy assessment taxonomy and Appendix 1 below
for a discussion and description of the taxonomy levels). In Grade 10, while learners are expected to answer questions
involving multi-step procedures, scaffolded questions involving single-step (knowledge and/or routine procedure)
calculations will often be provided to help learners to understand the context in which the problem is encountered
or as precursors to the questions requiring multi-step procedures. The number of steps required in such multi-step
calculations is also limited to two or three steps.
In Grade 12, in contrast, it is expected that learners will be able to perform multi-step calculations involving numerous
and complex calculations with confidence and without guidance or scaffolded questions involving single-step
calculations. There is also a greater expectation that Grade 12 learners will be able to identify and utilise appropriate
mathematical content and other non-mathematical considerations needed to solve problems.
2.3 Overview and weighting of topics

The content, skills and contexts appropriate to Mathematical Literacy are presented in topics in this document.
The topics have been separated into Basic Skills Topics comprising:

Interpreting and communicating answers and calculations
12

Numbers and calculations with numbers
Patterns, relationships and representations
and Application Topics comprising:

Finance
Measurement
Maps, plans and other representations of the physical world
Data handling
Probability.
Much of the content in the Basic Skills Topics comprises elementary mathematical content and skills that learners
have already been exposed to in Grade 9 (e.g. different number formats and conventions, calculating percentages,
drawing graphs from tables of values, and so on). The inclusion of this content in this document provides teachers
with the opportunity to revise these important concepts and provide learners with the opportunity to explore these
concepts in contexts. It is expected that a firm grasp of the concepts in the Basic Skills Topics is necessary for making
sense of the content and contexts outlined in the Application Topics.
The Application Topics contain the contexts related to scenarios involving daily life, workplace and business
environments, and wider social, national and global issues that learners are expected to make sense of, and the
content and skills needed to make sense of those contexts. It is expected that learners will integrate content/skills
from the Basic Skills Topics in making sense of the contexts and content outlined in the Application Topics.
Figure 2 shows an overview and weighting of the topics according to which the Mathematical Literacy curriculum has
been organised for Grades 10, 11 and 12.
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13

Comments on the structure of topics
The Basic Skills Topics have been included to the left of the other topics to indicate that the content and/skills outlined
in these topics permeate all of the other topics in the curriculum. It is expected that learners will integrate the content
and/skills from these three topics with confidence in any context and in any other topic in which they have relevance
and application. This structure also indicates the way in which the curriculum will be assessed in Mathematical
Literacy examinations (see section 4.2 below for more details).
Weighting of topics
Minimum weightings have been indicated for each topic. These minimum weightings stipulate the minimum number
of marks in any assessment that must be allocated to each of the topics. The remaining balance of marks can either
be equally distributed between the topics or be allocated to the topics that have particular application and relevance
in the context(s) being explored in the assessment. This will ensure that there is sufficient coverage of each topic in
any examination and will allow for greater flexibility in the nature of contexts that can be explored and the depth to
which those contexts can be explored.
It is important to note that no weighting has been provided for the Basic Skills Topics. This is because these topics
have to be dealt with in an integrated manner throughout the Application Topics. There is an expectation, though,
that the concepts outlined in these Basic Skills Topics will be included in any assessment, but that the extent to which
these concepts are included is at the discretion of the teacher and/or examiner.
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4-5
1-2
Probability
6-7
Measurement
Data handling
6-7
Finance
5-6
3-4
Maps, plans and other representations of the physical

world
5-6
1-2
4-5
5-6
7-8
9 - 10
3-4
Grade 11
1-2
5-6
4-5
5-6
8-9
Grade 12
outlined in this topic will be integrated and taught throughout all of the other topics.
Topics
15
Contexts focusing on Measurement (Conversions and Time)
Contexts focusing on Patterns, relationships and representations
Contexts focusing on Numbers and calculations with numbers
GRADE 10: TERM 1
Week Number
Also note that the topic Interpreting and communicating answers and calculations does not appear in this work schedule. This is because it is expected that the skills
learners are exposed to these concepts in realistic scenarios.
with the opportunity to revise the concepts contained in these topics. However, it is essential that these concepts are not taught in the absence of contexts but that
The topics Numbers and calculations with numbers and Patterns, relationships and representations have been included in this work schedule to provide teachers
Suggested work schedule for Grade 10
Below is a suggested work schedule that outlines estimated time allocations per topic as well as a particular sequence of teaching.
2.5 Suggested work schedule
APPLICATION
SKILLS
BASIC SKILLS
TOPICS
Grade 10
NUMBER OF WEEKS
SUMMARY OF THE NUMBER OF WEEKS SPENT ON EACH TOPIC
2.4 Suggested time allocation
16
Assessment
Topics
End-of-year examination (2 papers; 1 hours each; 75 marks each) (covering all topics in the Grade 10 curriculum)
Assignment/Investigation
Revision
Contexts focusing on Data Handling
Contexts focusing on Finance (Interest, Banking and Taxation)
Control test (covering Finance, Measurement and Models and Plans, integrated with Numbers and Patterns concepts)
(Models and Plans)
Contexts focusing on Maps, plans and other representations of the physical world
Contexts focusing on Measurement (Perimeter, area and volume)
Contexts focusing on Finance (Income, expenditure, profit/loss, income-and-expenditure

statements and budgets)
GRADE 10: TERM 4
Assessment
Topics
Week Number
Week Number
Mid-year examinations (2 papers; 1 hour each; 50 marks each ) (covering Finance, Measurement, Maps, and Probability integrated with Numbers and Patterns
concepts)
Revision
Contexts focusing on Probability
(Scale and Map work)
GRADE 10: TERM 3
Assessment
Topics
(Measuring Length, Weight,Volume,Temperature)
Contexts focusing on Measurement
Contexts focusing on Finance (Financial Documents and Tariff Systems)
Week Number
Control test (covering Numbers and calculations with numbers, patterns, relationships and representations and measurement)
GRADE 10: TERM 2
Assessment
CAPS
Assessment
Topics
GRADE 11: TERM 3
Assessment
Topics
GRADE 11: TERM 2
Assessment
Topics
GRADE 11: TERM 1
Week Number
Week Number
17
Control test (covering Measurement, Models and Plans, Finance and Probability, integrated with Numbers and Patterns concepts)
Contexts focusing on Finance (Taxation)
(Models and Plans)
Contexts focusing on Measurement (Perimeter, area and volume)
Week Number
Mid-year examinations (2 papers; 1 hours each; 75 marks each) (covering Finance, Measurement and Maps, integrated with Numbers and Patterns
concepts)
Revision
(Measuring length, measuring weight, measuring volume, measuring temperature)
Contexts focusing on Measurement
Contexts focusing on Finance (Interest, Banking, Inflation)
Control test (covering Measurement and Finance, integrated with Numbers and Patterns concepts)
Contexts focusing on Finance (Financial documents; Tariff systems; Income, expenditure,

profit/loss, income-and-expenditure statements and budgets; Cost price and selling price;
Break-even analysis)
Contexts focusing on Measurement (Conversions and Time)
Contexts focusing on Patterns, relationships and representations
Suggested work schedule for Grade 11
18
Assessment
Topics
GRADE 11: TERM 4
End-of-year examinations (2 papers; 2 hours each; 100 marks each) (covering all topics in the curriculum)
Revision
Contexts focusing on Data Handling
Contexts focusing on Finance (Exchange rates)
Week Number
CAPS
19
Week Number
Week Number
4
Revision
End-of-year examinations (2 papers; 3 hours each; 150 marks each) (covering all topics in the curriculum)
Assessment
Trial examinations (2 papers; 3 hours each; 150 marks each) (covering all topics in the curriculum)
Control test (covering Data Handling and/or Probability integrated with Numbers and Patterns concepts)
Revision
(Models)
(Scale and Plans)
Contexts focusing on Finance (Taxation; Exchange rates)
Week Number
7
Mid-year examinations (2 papers; 2 hours each; 100 marks each) (covering Finance, Maps, and Measurement, integrated with Numbers and Patterns
concepts)
Revision
Contexts focusing on Measurement (measuring length, weight, volume, temperature;

Calculating perimeter, area and volume)
Contexts focusing on Finance (Interest; Banking; Inflation)
Control test (covering Measurement, Finance, and Data Handling, integrated with Numbers and Patterns concepts)
Assignment + Investigation
Contexts focusing on Data handling
(Financial documents; Tariff systems; Income, expenditure, profit/loss, income-andexpenditure statements and budgets; Cost price and selling price; Break-even analysis)
Contexts focusing on Finance
Contexts focusing on Measurement (Conversions; Time)
Topics
GRADE 12: TERM 4
Assessment
Topics
GRADE 12: TERM 3
Assessment
Topics
GRADE 12: TERM 2
Assessment
Topics
GRADE 12: TERM 1
Suggested Teaching Plan for Grade 12
sECTION 3
CONTENT AND SCOPE OF CONTEXTS PER TOPIC
3.1 Introduction
This part of the CAPS document provides a detailed outline of the content and/or skills and suggested contexts to be
taught in each grade. The content is organised according to topics and sections.
The topics have been separated into Basic Skills Topics and Application Topics. Each topic has been further organised
into sections which contain comprehensive descriptions of the content, skills and suggested contexts that learners
should be exposed to in each grade.
The document does not provide separate descriptions of content for Grades 10, 11 and 12. Rather, a single description
of content is provided that includes Grade 10 content, Grade 11 content and Grade 12 content, and an indication
is provided as to which parts of the description relate to Grade 10, which to Grade 11 and which to Grade 12. This
provides a clear description of expected progression in terms of content and contexts from Grade 10 to Grade 12.
The following diagram illustrates how the curriculum is structured in the pages below.
Examples to illustrate possible contexts and problems relating to the content and skills outlined in each section are
provided. These examples provide a guideline rather than an exhaustive list.
20
CAPS
Section
Grade 10
Grade 11
Grade 12
Numbers and
calculations with
numbers
Interpreting and
communicating
answers and
calculations
Types of rounding and the effect of rounding

Basic ratio concepts and ratio calculations
Direct proportion and indirect (inverse) proportion
Ratios
Proportion
Know and use the different functions on a basic calculator
Operations using fractions
Squaring, cubing, square rooting
Addition and multiplication facts (distributive and associative properties)
Order of operations (BODMAS) and brackets
Multiplication and division by 10, 100 and 1 000 without the use of a calculator
Addition, subtraction, multiplication and division of whole numbers and decimals
Estimate anticipated solutions to calculations
Number conventions (e.g. different numbering conventions used in cricket or in flat numbering systems)
Number formats: decimal comma; thousands separator; positive and negative numbers as directional indicators;
numbers in word format
Justify comparisons and opinions with calculations or with information provided in the context
Clearly state workings and methods used for solving a problem
Communicate solutions using appropriate terminology, symbols and units
Recognise that an error in measurement or a small change in rounding can make a large difference to an answer if the
error or change is compounded over many calculations or through a large multiplication
Rework a problem if the initial conditions change
Determine the most appropriate units in which to express the answer
Rounding
Operations using numbers and

calculator skills
Number formats and conventions
Communication
Interpreting answers
Round numbers up, down, or off (to an appropriate number of decimal places) depending on the requirements of the
context
Modify the solution as required by the context of the problem
Check the appropriateness of a solution by comparing it to the estimated solution
Learners will use the content and/or skills outlined in the Basic Skills Topics to understand situations and solve problems in scenarios involving Finance, Measurement, Maps, plans and
other representations of the physical world, Data handling and Probability. How learners make use of these basic skills concepts will be determined by the contexts in which particular
problems are situated e.g. banking, or the construction of a house, or interpreting population statistics.
Topic
Basic Skills Topics
3.2 Overview of contexts, content and/or skills per topic and grade
21
22
Patterns,
relationships and
representations
Working with two or more

relationships and/or representations
Representations of relationships in
tables, equations and graphs
Patterns and relationships
Making sense of graphs that tell a

story
Section
---
no estimation required in
determining values in tables and
graphs
single relationship
fixed and linear relationships
Content and/or contexts limited to

those that include:
Grade 10
two or more relationships

estimation required in determining
values in tables and on graphs
estimation required in determining

values in tables and on graphs
fixed, linear, inverse proportion,

compound growth and other nonlinear relationships

those that include:
Grade 12
two relationships
fixed, linear, inverse proportion,

compound growth and other nonlinear relationships

those that include:
Grade 11
Percentage notation and percentage calculations
Percentages
Topic
Rate notation, types of rates (constant, average, cost, consumption and distance, speed and time rates) and rate
calculations
Grade 12
Rates
Grade 11
Numbers and
calculations with
numbers
Grade 10
Section
Topic
CAPS
Measurement
Finance
Topic
Time
Calculating perimeter, area and

volume
Temperature
Measuring volume
Measuring weight
Measuring length
Conversions
Exchange rates
Taxation
Inflation
Banking, loans and investments
Interest
Break-even analysis
Cost price and selling price
Income, expenditure, profit/loss,

income-and-expenditure statements
and budgets
Tariff systems
Financial documents
Section
Application Topics
Work with time formats and

calculations to plan and complete daily
activities in the familiar context of the
household
Simple tasks in the familiar context of

the household
----
Contexts are limited to VAT
----
Contexts are limited to those that

deal with personal and/or household
banking
----
----
Contexts are limited to those that

deal with personal and/or household
finance
Grade 10

activities in the household, school and
wider community
Larger projects in familiar contexts of

the household and school and/or wider
community
Contexts are limited to those that deal

with personal, household, workplace
and/or business finance
Grade 11

activities and trips in both familiar and
unfamiliar contexts
Complex projects in familiar and

unfamiliar contexts
Contexts are limited to those that deal

with personal, household, workplace,
business, national and global finance,
and more complex financial scenarios
Grade 12
23
24
Probability
Data handling
Maps, plans
and other
representations of
the physical world
Topic
Evaluating expressions involving

probability
Representations for determining

possible outcomes
Prediction
Expressions of probability
Interpreting and analysing data
Representing data
Summarising data
Classifying and organising data
Collecting data
Developing questions
Models
Plans
Maps
Scale
Section
---
weather predictions
games using coins and dice
Explore probability in scenarios

involving:
Learners are expected to work with

only one set of data
Data is limited to contexts relating to

the personal lives of learners
Work with actual tins and boxes to

explore packaging arrangements
Maps and plans of familiar contexts

and/or simple structures (e.g. school)
Grade 10
---
cosmetic and other products

making statements regarding
probability
tests where there is the chance of

inaccurate results
weather predictions

involving:
Learners are expected to work with two

sets of data and comparisons thereof
risk assessments; newspaper

articles containing references to
probability
lottery and other gambling games

making statements regarding
probability

inaccurate results
weather predictions

involving:
Learners are expected to work with

multiple sets of data and comparisons
thereof
Data is limited to contexts related to

the personal lives of learners, wider
social issues and national and/or
global issues
Draw 2D scale pictures of 3D

buildings and packaging containers
Draw 2D scale pictures of 3D

packaging containers
Data is limited to contexts relating to

the personal lives of learners and wider
social issues
Build 3D scale models of packaging

containers and buildings to explore
what the final product will look like
Maps and plans of possibly unfamiliar

contexts and/or complex structures
Maps and plans of unfamiliar contexts

and/or complex structures (e.g RDP
house) and models of packaging
containers and buildings
Grade 12

containers to investigate packaging
arrangements
Maps and plans of less familiar

contexts and/or structures
Maps and plans of less familiar

contexts and/or structures (e.g office
space) and models of packaging
containers
Grade 11

3.3 Detailed outline of content/skills to be taught per grade
Part 1:
Basic Skills Topics
CAPS
25
26
Textbooks
Recommended texts and/or resources:
Grades 10, 11 and 12
Communication
Interpretation of
answers
Section
Justify comparisons and opinions with calculations or with information provided in the context.
Clearly state workings and methods used for solving a problem.
Communicate solutions using appropriate terminology, symbols and units.
(e.g. On a map with a scale of 1:500 000, an inaccurate measurement of 0,5cm on the map will result in an error calculation of 2,5km in actual
distance.)
Recognise that an error in measurement or a small change in rounding can make a large difference to an answer if the error or change is compounded
over many calculations or through a large multiplication.
(e.g. Recalculating the monthly repayment amount on a car loan as a result of an increase in the interest rate.)
Rework a problem if the initial conditions change.
(e.g. When working with maps, lengths are commonly measured in mm or cm, but actual distances are commonly expressed in m or km; furthermore,
actual distances are commonly quoted in full kilometres without decimal values.)
Determine the most appropriate units in which to express the answer as determined by the context in which the problem is posed.
Round numbers up, down, or off to an appropriate number of decimal places depending on context.
(e.g. If it is calculated that 6,2 litres of paint is needed to paint a wall, this value must be rounded up to 7 litres since more than 6 litres is needed and
paint is not sold in decimal portions of a litre. Furthermore, if this paint is sold only in 5 litre tins, 10 litres of paint will have to be bought and not the
calculated 6,2 litres or the rounded 7 litres.)
Modify the solution as required by the context of the problem.
Check the appropriateness of a solution by comparing it to the estimated solution.
Content/skills to be developed in appropriate contexts
and 12
10, 11
and 12
10, 11
Grade
The skills associated with interpreting and communicating answers are applicable to every topic and section in the curriculum and across every grade. Learners have to be shown
continuously how to interpret answers in relation to the context in which the answers have been calculated and how to communicate their answers in an appropriate way. For this
reason there is no indication of Suggested teaching time or the Term in which this section must be taught.
Suggested teaching time:
Topic: Interpreting and communicating answers and calculations
CAPS
Textbooks
Grade 10: 45 weeks
Number concepts to be used in the

context of:
Finance personal and/or
household finance
Measurement simple tasks in the
familiar setting of the household
Maps, plans and other
representations of the physical
world maps and plans of familiar
contexts and/or simple structures
Data handling data related to the
personal lives of learners
Probability games with coins and
dice, and weather predictions
Number formats and

conventions
27
Percentages
Rates
Proportion
Ratios
Rounding
Operations on numbers and

calculator skills
Grade 10
Section
Scope of contexts and/or content per section and grade:
Grade 12
Number concepts to be used in the context
of:
Finance personal, household,
business, workplace, national and global
finance
Measurement complex tasks in familiar
and unfamiliar contexts
Maps, plans and other representations
of the physical world maps and plans
of possibly unfamiliar contexts and/or
complex structures
personal lives of learners, wider social
issues and national/global issues
Probability games with coins and
dice, weather predictions, tests where
there is the chance of inaccurate results,
making statements regarding probability,
lottery and other gambling games,
risk assessments, newspaper articles
containing references to probability
Grade 11
Number concepts to be used in the
context of:
Finance personal, household,
business and workplace finance
Measurement larger tasks in
familiar contexts of the household
and school
Maps, plans and other
representations of the physical
world maps and plans of less
familiar contexts and/or structures
personal lives of learners and wider
social issues
Probability games with coins
and dice, weather predictions,
inaccurate results, cosmetic and
other products making statements
regarding probability
Teaching time is allocated only to the revision and/or teaching of these number concepts in Grade 10. There are no new number concepts in Grades 11 and 12. Rather, it is expected
that learners perform any calculation involving number concepts with confidence in any context or problem in which number concepts have application.
It is expected that learners will make use of a variety of number concepts and calculations as they explore contexts and solve problems relating to situations involving the topics of
Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and Probability. The content and/or skills outlined in this topic should be used in
conjunction with the content and/or skills and contexts outlined in the other application topics. How learners make use of these number concepts will be determined by the contexts in
which particular problems are situated - such as personal finance, painting a room or planning a trip.
Basic Skills for Mathematical Literacy (2009) booklet published by the DBE
Topic: Numbers and calculations with numbers
28
Grade
Number
formats and
conventions
and 12
1 million = 1 000 00
1 billion = 1 000 000 000
10, 11
1 hundred thousand = 100 000
Make sense of scenarios involving the topics of Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and
Probability.
In order to:
Interpret, understand and use different numbering conventions in contexts and recognise that although these representations look like numbers, they cannot
be manipulated in the same way (e.g. an over in cricket is completed when 6 balls have passed; 1214 in building numbers refers to unit 14 on the 12th
floor).
-
-
-
numbers expressed in word format, including
positive and negative numbers as directional indicators (e.g. 10 indicates 10 degrees below freezing point; R300,00 indicates credit while R300,00
indicates debit)
thousands separator (e.g. space 1 000 000; and comma 1,000,000)
decimal comma and decimal point (e.g. 1,2 and 1.2)
Work with the following number formats:
For all calculations involving numbers, learners are expected to be able to work with numbers expressed in the following formats: whole numbers; decimals; fractions; percentages.
Section
CAPS
Operations
on numbers
and calculator
skills
(continued)
Operations
on numbers
and calculator
skills
Section
) of a number with the use of a calculator+
and 12
10, 11
In Mathematical Literacy, learners are only expected to be able to perform calculations using a basic (non-scientific) calculator.
only square rooting (
or
) is required
only squaring (raising to the power of 2) and cubing (raising to the power of 3) are required
* Estimating an answer to a problem is a crucial step in any calculation for two reasons. Firstly, before estimation can occur, a proper understanding of the problem
should be developed. Secondly, an estimated answer provides a benchmark against which to compare the calculated answer: if the calculated answer and the
estimation are very different, then this provides evidence of a possible problem. It is expected that learners will be shown methods for estimating answers for every
type of calculation that they are exposed to, including calculations involving decimals and fractions, ratios, proportion, rates and percentages.
Additional comments:
Make sense of scenarios involving the topics of Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and
Probability.
In order to:
memory (M+, M, MRC), clear (C) and clear all (CE) keys
percentage
addition; subtraction; multiplication and division
Use the following functions on a basic calculator:
- add, subtract, multiply and divide both with and without the use of a calculator
- convert between equivalent forms of fractions
- find the decimal equivalent of any fraction using a calculator
specific operations on fractions:
find the square root (
find the square and the cube of a number with the use of a calculator+
Grade
apply addition and multiplication facts (distributive and associative properties) to simplify calculations - it is not necessary to know the names of these facts
recognise the effect of brackets on the order of operations and make use of brackets in ordering and performing calculations
apply operations in the correct order
multiply and divide by 10, 100 and 1 000 without a calculator
add, subtract, multiply and divide whole numbers and decimals both with and without using a calculator
estimate anticipated solutions to calculations*
Perform the following calculations for numbers expressed as whole numbers, fractions, decimals and percentages
29
30
Rounding
Section
Investigate the impact of rounding the measured distance up and down on the calculation of the final distance
Use a given scale to determine the actual distance
Measure a distance accurately on a map.
Assignment: Exploring the impact of rounding
Possible assessment (incorporating rounding, ratios, scale and maps):
In Grades 11 and 12, it is expected that learners will determine the most appropriate form of rounding and/or number of decimal places for a given context or
calculation.
* In Grade 10, instructions will be provided as to the type of rounding and/or appropriate number of decimal places to which an answer should be rounded.
Make sense of contexts and problems involving the topics of Finance, Measurement, Maps, plans and other representations of the physical world, Data
handling and Probability.
In order to:
(e.g., When working with a scale of 1:500 000 on a map, a 1 mm error in measurement will result in a calculation of actual distance that is inaccurate by
0,5km)
of the possible effect of rounding values within a calculation on the final calculated answer
(e.g. Money is generally rounded off to two decimal places; paint quantities are generally rounded up to the nearest litre; solutions involving people are
generally rounded up or down to the nearest whole value depending on the context)
10
and 12
10, 11
Grade
that the way in which a value has to be rounded and/or the number of decimal places to which a value is rounded will be determined by the context in
which the rounding occurs
with an understanding:
down
up
off to the nearest 5 (a common practice in supermarkets since 1 c and 2 c pieces are no longer available)
off (to a specified number of decimal places or a specific whole number)
Round* values in the following ways:
CAPS
Ratios
Section
1
)
50
any other scenarios involving the topics of Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and
Probability, in which ratios have application
expressions of probability
scale
conversions
percentage calculations
rates (e.g. Electricity tariffs; speed)
proportion
mixing quantities
Make sense of situations and calculations involving:
In order to:
how to write a ratio in unit form (e.g. 3:8 can be written as 1:2,667)
equivalent ratios (e.g. 1:50 = 2:100)
why no units are included in a ratio
different formats for expressing ratios e.g. 1:50 and/or
with an understanding of:
(e.g. How many millilitres of tint and peroxide will a hairdresser need to make a 50 ml mixture if the tint and peroxide is mixed in the ratio 1:2?)
divide or share an amount in a given ratio
and 12
10, 11
Grade
(e.g. If cement, sand and stone is to be mixed in the ratio 1:2:2 to make high-strength concrete, how many wheelbarrows of sand and stone should be
mixed with 50 wheelbarrows of cement?)
determine missing numbers in a ratio
(e.g. If the scale of a plan is 1:100, then 1 cm measured on the plan is equal to 1 m (100 cm) in actual length)
convert between different forms of a ratio
Perform the following calculations involving ratios:
31
32
Proportion
Section
Investigate, describe and explain the shapes of the graphs in relation to each scenario
Draw graphs to represent each scenario
Choose two different authentic real-life scenarios involving direct proportion and inverse proportion
Investigation: Comparing direct and indirect proportion
Possible assessment:
* This section requires integration with the content/skills and contexts related to graphs outlined in the topic Patterns, relationships and representations.
Additional contexts/resources and comments:
Make sense of contexts and problems involving the topics of Finance, Measurement, Maps, plans and other representations of the physical world, Data
handling and Probability.
In order to:
Interpret graphs representing situations involving direct and inverse proportion and illustrating the difference between the two types of proportion.*
(e.g. A soccer season ticket costs R800,00. If you watch only one game during the season, the cost per game is R800,00; for two games the effective
cost per game is R400,00; and so on)
indirect (inverse) proportion
10
and 12
10, 11
Grade
(e.g. If the cost of a trip is R5,00 per km, then an 85km trip will cost R5,00/km85km=R425,00; if 50 m2 of carpeting costs R1 750,00, then 1m2 of
carpeting will cost R1750,0050=R35,00)
direct proportion
Perform calculations involving:
CAPS
Rates
Section
Discuss reasons other than cost that may affect the size of a grocery item that a person will choose to buy
Discuss reasons why a particular size for a particular grocery item may be the most cost-effective
Determine the most cost-effective size for each of the grocery items
Visit a supermarket and record pricing and size/weight/volume information for different grocery items
Assignment: Comparing prices
any other problems in the context of the topics of Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and
Probability, in which rates have application
conversions
calculations of estimated travelling times, distance and speed using maps
consumption (e.g. water or petrol consumption)
tariffs (e.g. electricity, water, transport)
costs (e.g. the price of a litre of paint)
Make sense of situations involving:
10
and 12
how to simplify and compare rates (e.g. Is it more cost-effective to buy a 4 kg box of washing powder that costs R42,99 or a 5 kg box that costs R47,50?)
In order to:
10, 11
how to write rates in unit form
the difference between constant and average rates (e.g.The price of chicken in Rand/kg is a constant rate while the speed of a car in km/h is an average
rate)
the meaning of / as per and the relevance of this term in relation to the values in the rate (e.g. km/h means the number of km travelled in 1 hour)
with an awareness of:
Grade
more complex rates (e.g. petrol consumption of a car expressed in litres/100 km; the running speed of a marathon runner measured in min/km)
distance, time and speed rates (e.g. average speed of a car in km/h)
consumption rates (e.g. petrol consumption rate of a car in litres/km)
cost rates (e.g. price of chicken in Rand/kg)
Calculate the following types of rates:
33
34
Percentages
Section
50
and 0,5
100
any other problems in the context of the topics of Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and
Probability, in which percentages have application
expressions of probability
representing and/or comparing data values in tables and on a graph
estimating measurement quantities (e.g. paint, concrete) to account for wastage
marks
budgets
tax
discount
In order to:
how to convert from percentages to decimals with the use of a calculator
how to move interchangeably from fractions to percentages
the equivalence of the different formats 50%,
with an understanding of:
(e.g. If the price of a pair of shoes after a 15% discount is R325,00, what was the original price of the shoes?)
determine the original value when given a value to which a percentage has been added or subtracted
and 12
10, 11
Grade
determine percentage increase and/or decrease (e.g. If the price of a bag of maize meal increases from R48,99 to R52,49, by what percentage has the
price increased?)
express a part of a whole as a percentage (e.g.If a learner scores a mark of 42/60 for a test, what percentage was scored for the test?)
(e.g. If you are given a 10% discount on a R300,00 pair of shoes, how much will you pay for the shoes?)
decrease a value by a percentage (that is, calculating a percentage of a value and subtracting it from the value)
(e.g. If a bottle of milk that costs R8,20 increases in price by 5%, what will the new price of the milk be?)
increase a value by a percentage (that is, calculating a percentage of a value and adding it to the value)
calculate a percentage of a value (e.g. If 14% discount is offered on a R200,00 pair of shoes, how much discount will you receive?)
Perform the following percentage calculations:
Section
CAPS
compare the actual increase to the percentage increase and discuss the usefulness of percentages.
work out the percentage change in price for each of the items
work out the actual Rand increase in price for each of the items
Consider two different items whose prices have increased and then
Assignment: Comparing actual and relative size
10
Grade
35
36
Textbooks
Basic Skills for Mathematical Literacy (2009) booklet published by the DBE
Grade 10: 45 weeks
Grade 11: 3-4 weeks
Grade 10
Working with two or more relationships

and/or representations
Making sense of graphs that tell a story In Grade 10, Patterns, relationships
and representations of relationships
are limited to contexts involving:
constant (fixed), linear and inverse
proportion relationships
Patterns and relationships
only one relationship in a table or
on a set of axes (e.g. exploring the
cost of a single cell-phone contract
rather than comparing two different
contracts)
Representations of relationships in
tables, equations and graphs
Section
Grade 12
In Grades 11 and 12, Patterns, relationships and representations of

relationships are limited to contexts involving:
constant, linear, inverse proportion, exponential (compound growth) and
other non-linear relationships appropriate to contexts as specified in the
topics Finance, Measurement, Maps, plans and other representations of the
physical world, Data handling and Probability
in Grade 11, two relationships in a table or on a set of axes (e.g. comparing
two different cell phone billing options)
in Grade 12, two or more relationships in a table or on a set of axes (e.g.
comparing three different electricity billing options)
Grade 11
Teaching time is allocated only to the revision and/or teaching of these patterns, relationships and representation concepts in Grades 10 and 11. There is no new content in Grade 12.
Rather, it is expected that learners will construct and interpret tables, equations and graphs to make sense of any context or problem in which these concepts have application and in
particular will be able to work with two (Grade 11) or more (Grade 12) relationships at the same time in a single representation (table and/or graph).
Learners will make use of a variety of patterns, relationships and representations of those relationships as they explore contexts and solve problems in Finance, Measurement, Maps,
plans and other representations of the physical world, Data handling and Probability. The content and/or skills outlined in this topic shouldt be used in conjunction with the content and/
or skills and contexts outlined in the other application topics. How learners make use of these concepts will be determined by the contexts in which particular problems are situated, e.g.
tariff systems or business finance.
Topic: Patterns, relationships and representations
CAPS
Making sense of
graphs that tell a
story*
Section
and 12
10, 11
* The primary purpose of this section is to provide learners with the opportunity to investigate a variety of different types of graphs in order to develop a feel for
working with graphs and an understanding that graphs tell a story and present a message to the reader, without getting bogged down by formal mathematical
procedures involving equations, plotting points, substitution, etc. This section is also intended to provide learners with the opportunity to describe graphs using
everyday and/or familiar terminology (e.g. going up; top) rather than explicit mathematical terminology (e.g. increasing; maximum). The focus in this section
must be on understanding the graphs and the message displayed in the graphs rather than on formal graphing procedures and terminology.
the point where different graphs cross.
maximum and minimum points on the graph;
the point where the graph(s) cross the vertical and horizontal axes;
Recognise and describe the meaning of different points on the graph, including:
Recognise and describe how the shape and direction of a graph and changes to the shape/direction affect the story/message represented in the graph
Recognise that graphs represent a relationship between two or more items/quantities and be able to identify those items and describe the relationship
Recognise that graphs tell a story and be able to explain the story/message/impression represented in a graph
In order to:
Grade
Work with a variety of graphs found in newspapers, magazines and other resources for which there are no obvious or available equations and/or
patterns between the variables represented in the graphs.
37
38
Patterns and
relationships
Section
R0,00
Cost
R7,50
1
R15,00
2
R22,50
3
R30,00
R375,00
50
2
R1 600,00
3
R734,00
4
R550,00
12
R184,00
R 2 200, 00
.
no. of teachers

0
R2 000,00
1
R2 010,00
2
R2 020,05
3
R2 030,15
4
R2 040,30
current months balance = previous months balance + 0,5% previous months balance.
The amount is increasing at a rate of 0,5% of the balance in the account during the previous month and can be calculated using the following
method:
Account balance
Month
e.g. The table below shows the amount of money in a fixed deposit account over time.
Relationships where there is a constant ratio between the terms in the pattern.
pay per month, and the cost per teacher is calculated using the method
There is an inverse proportion relationship between the number of teachers in the transport club and the amount that every teacher will have to
1
R2 200,00
No. of teachers
Cost per teacher
Relationships where there is an inverse proportion between the terms in the relationship.
e.g. The table below shows how much each teacher who is part of a taxi hire scheme will have to pay per month for the hire of the taxi as
dependent on the number of people who are part of the scheme.
The cost increases at a constant rate of R7,50 for every litre of petrol bought.
Litres
e.g. The table below shows the cost of filling a car with petrol at a cost of R7,50 per litre.
Relationships where there is a constant difference between the terms in the relationship (that is, direct proportion relationships and other linear
relationships).
e.g. A school hires a bus at a cost of R10000,00 per day. This cost remains fixed no matter how far the bus travels or how many people use the
bus.
Relationships where there is no difference (that is, constant or fixed relationship) between the terms in the relationship.
11 and
12
and 12
10, 11
Grade
Work with the following types of formal relationships between quantities found in both numerical (e.g. cell phone costs) and geometric (e.g. tiling
patterns) forms in the context of situations involving the topics of Finance, Measurement, Maps, plans and other representations of the physical world,
Data handling and Probability.
CAPS
Patterns and
relationships
(continued)
Section
Monthly cost
20
R100,00
40
R100,00
60
R100,00
80
R100,00
100
R100,00
101
R101,50
102
R103,00
1
R7,50
2
R15,00
The relationship between litres of petrol and cost is R7,50 for every litre of petrol. Therefore the cost of filling a car with 3litres of petrol is R7,50/
3 =R22,50
The difference between consecutive cost values is R7,50. So, to find the cost of buying 3 litres of petrol you can add R7,50 to the cost of buying 2
litres (that is, R15,00) 3 litres would cost R15,00 + R7,50 = R22,50
R0,00
Litres
Cost
There are two ways to determine the pattern in the values in the table:
e.g. Consider the table on the right that shows the cost of filling a car with petrol.
- the relationship between consecutive terms

- the relationship between the terms position in the pattern and its value
- the formulae provided for calculations.
Use a range of techniques to determine missing and/or additional terms in a pattern, including:
e.g. Consider a cell phone contract where the cost of talking on the phone is R1,50 per minute. In this scenario, cost is dependent on the amount
of time spent talking on the cell phone; also, the relationship between cost and talktime is an increasing relationship, with cost increasing at a fixed
rate of R1,50 per minute
-- critical values including maximum, minimum and zero values.
-- increasing and/or decreasing relationships
-- discrete and/or continuous variables
-- independent and dependent variables
Describe features of patterns and/or relationships in words that include:
In working with the relationships described above:
e.g. A graph showing the effect that changes in the interest rate will have on the outstanding balance on a loan.
Relationships for which there is no obvious pattern, or for which no formula is available, or which develop out of the exploration of a context.
For the first 100 minutes there is a fixed relationship between monthly cost and talktime. After 100 minutes, there is a constant difference
relationship, with an increase in cost of R1,50 for every minute of talktime.
0
R100,00
Talktime (min)
and 12
10, 11
Grade
Relationships containing a combination of the above.

e.g. A particular cell-phone contract includes 100 free minutes and a call cost of R1,50 per minute. The table below shows the relationship between
the monthly cost of this contract and the amount of time spent on calls during the month.
39
40
Patterns and
relationships
(continued)
Section
R1 500,00
Total monthly cost
R1 505,00
10
20
R1 510,00
2 000
Drip rate (gtt/min)
1 000
60
6667
90
any other situations in which patterns, relationships and representations can be used to solve problems relating to contexts involving the topics of
Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and Probability.
data handling (e.g. interpreting information in tables and graphs)
maps, plans and other representations of the physical world (e.g. using formulae and graphs to determine travelling costs for a journey)
measurement (e.g. temperature conversions; use of formulae in perimeter, area and volume calculations)
finance (e.g. tariff systems; growth/decline of investments and loans; changes in the inflation rate)
Understand situations involving:
In order to:
Analysing the values in the table will reveal that the relationship between drip rate, volume of the drip and drip time is an inverse proportion
relationship.
30
Time administered (min)
We can use the formula to construct the following table to show how the drip rate for a 4 litre drip with a drip factor of 15 gtt/ml will vary over time:
Drip rate = [total volume of the drip (ml) total time for which the drip is administered (min)] drip factor
e.g. The following formula can be used to determine the rate at which medicine will flow from a drip:
Identify and extend numerical patterns arising from a formula.
Pages photocopied
and 12
10, 11
Grade
e.g. A quotation states that the cost of hiring a photocopier is R1500,00 per month with an additional charge of R0,50 per copy. The following table
can be constructed to represent the relationship between number of copies and cost:
Construct patterns from descriptions given in words (instructions) and/or formulae and represent these patterns in a table or picture.
-- formulae that include mathematical operators and either variables or words.
-- words, spoken and written
Describe and/or represent patterns for constant, constant difference and inverse proportion relationships using:
CAPS
Representations
of relationships in
tables, equations
and graphs
Section
-- simple algebraic manipulation

(continued)
-- trial and improvement
solving (that is, determine the value of the independent variable for given value(s) of the dependent variable), using:
substitution (that is, determine the value of the dependent variable for given value(s) of the independent variable)
In working specifically with equations of relationships:
-- inverse proportion relationships.
-- linear relationships
-- constant (fixed) relationships
determine formulae and/or equations to describe relationships represented in tables and/or graphs for:
-- maximum/minimum values
-- zero values
identify independent variable values associated with the critical points of the dependent variable including:
-- independent variable values for given dependent variable values
-- dependent variable values for given independent variable values
identify:
-- discrete and/or continuous variables
-- the dependent and independent variables
identify and distinguish between:
In working with relationships (from those described above) represented in tables, equations and graphs:
-- matching formulae/equations to graphs and/or tables of values of the relationship based on features and/or trends.
-- using a given formula and/or description of a relationship to construct a table of values
-- plotting a graph from the values in a table
-- completing a table of values by reading values from a graph
how to move between representations of relationships, including:
tables, formulae and graphs can be used to provide different representations of the same relationship*
Understand the following regarding the relationships described above:
and 12
10, 11
Grade
41
42
Representations
of relationships in
tables, equations
and graphs
(continued)
Section
Any other situations in which patterns, relationships and representations can be used to solve problems relating to contexts involving the topics of
Finance, Measurement, Maps, plans and other representations of the physical world, Data handling and Probability.
Data handling (e.g. interpreting information in tables and graphs)
Maps, plans and other representations of the physical world (e.g. using formulae and graphs to determine travelling costs for a journey)
Measurement (e.g. temperature conversions; use of formulae in perimeter, area and volume calculations)
Finance (e.g. tariff systems; growth/decline of investments and loans; changes in the inflation rate)
In order to:
e.g. In order to compare the monthly cost of making calls on two different cell phone contracts, tables of cost value can be drawn up for each of the
contracts and then the information from the tables can be represented on graphs. Analysing these graphs will make it possible to decide which contract
is the better option for a certain number of minutes of talktime during a month.
Choose and develop the most effective representation (including tables, graphs and/or equations) for solving a problem.+
e.g. For graphs showing a comparison between the amount of money in an investment over time, if both simple and compound interest are
calculated on the investment, how long will it take for the money in each investment to increase to R5 000,00?
-- identify the independent variable values for which two relationships have the same dependent variable value
e.g. Consider a straight line graph showing the cost of filling a car with petrol where the cost of petrol is R7,50 per litre. The graph is a straight line
because for every 1 litre that you fill, the cost increases by a fixed amount of R7,50
-- explain the significance of the shape of the graph in relation to the variables and scenario being represented on the graph
and 12
10, 11
11 and
12
11 and
12
and 12
10, 11
Grade
e.g. In a graph showing the change in the price of bread during the course of a year, between which months did the price of bread increase?
-- identify independent variable values for intervals over which the dependent variable values increase and/or decrease
-- identify independent variable values for given dependent variable values
-- identify dependent variable values for given independent variable values
interpret graphs with consideration of the following:
-- labelling the vertical and horizontal axes and the chart appropriately
-- constructing axes with an appropriate scale chosen for both the vertical and horizontal
-- plotting points from a given table of values or from a table of values constructed from given or constructed equations
draw graphs of one (Grade 10), two (Grade 11) or more (Grade 12) relationships on the same set of axes by:
In working specifically with graphs of relationships:
CAPS
Representations
of relationships in
tables, equations
and graphs
(continued)
Section
Grade
Represent the costs involved in making calls on this contract on an appropriate graph.
Select an advert for a cell phone contract that includes a monthly subscription fee, free airtime or free minutes, and a fixed per minute or per second
tariff (e.g. R1,50 per minute)
Assignment: Represent cell phone costs graphically:
Draw a graph to represent the monthly cost of electricity as dependent on the units of electricity used during the month.
Found out the different charges for electricity in the municipality in which your home is situated
Assignment: Represent electricity costs graphically:
OR
Present your findings to the class.
Construct an equation to represent the relationship
Draw a graph to represent the relationship
Select a scenario in daily life involving a fixed, linear or inverse proportion relationship
Investigation: Identify and represent a relationship in daily life:
11
10
In Grade 10 it is expected that learners will be instructed on the most appropriate representation of a relationship required for solving a problem. In Grades 11
and 12, however, it is expected that learners will be able to decide on the most appropriate representation for a given scenario and then construct, interpret and
analyse that representation.
* It is very important for learners to understand that tables, graphs and equations can all describe the same relationship, but in different ways. Learners should
develop the ability to move flexibly between these different representations.
43
44
Working with
two or more
relationships*
Section
11 and
12
Refer to the sections on Tariff systems, Break-even analysis and Banking, investments and loans in the topic Finance for more specific details regarding contexts
in which learners are expected to make use of comparisons of two or more relationships.
Learners are not expected to determine the values for which two or more relationships are equal through algebraic calculations (that is, solving equations
simultaneously). Rather, they should be able to read off and, if necessary, estimate the values of the dependent and independent variables for which the
relationships are equal from graphs and/or values presented in tables, through trial and improvement, and substitution using equations.
In Grade 12 it is expected that learners will work with two or more relationships in a representation (table and/or graph) and comparisons of those relationships.
* In Grade 11 it is expected that learners will work with two relationships in a representation (table and/or graph) and comparisons of those relationships.
any other situations in which comparing two or more relationships can be used to solve problems relating to contexts involving the topics of Finance,
Measurement, Maps, plans and other representations of the physical world, Data handling and Probability.
comparing different banking options#
determining break-even values for a business#
comparing different tariff systems#
Solve financial and other problems including:
In order to:
e.g. Two graphs are drawn to show the total monthly cost of two different cell phone contracts as dependent on a monthly subscription value and the
number of minutes of talktime used during the month. The point at which the graphs intersect, represents the number of minutes that you can talk on
each of the contracts for the monthly cost to be the same.
identify the values of the dependent and independent variables for which two or more relationships are equal (e.g. the points of intersection of three
graphs) and explain the meaning of these values+ in relation to the context in which the problem is posed.
Grade
In situations involving representations of two (Grade 11) or more relationships (Grade 12) (from those described above) on the same set of axes:
CAPS
Working with
two or more
relationships
(continued)
Section
11 and
12
e.g. Two graphs are drawn to show the monthly cost of electricity on a pre-paid system compared to a flat-rate system.
Refer to the sections on Tariff systems, Break-even analysis and Banking, investments and loans in the topic Finance for more specific details regarding contexts
in which learners are expected to make use of comparisons of two or more relationships.
If you use an average of 650 kWh of electricity per month, then the cost of being on the pre-paid option and the flat-rate option are the same. However, if you use
less than 650 kWh per month, then it will be cheaper to be on the pre-paid option. And if you use more than 650 kWh, it will be cheaper to be on the flat-rate option.
The fact that the graph representing the flat-rate option does not start at 0 on the vertical axis indicates that there is a fixed fee payable every month on this option
irrespective of consumption. The fact that the graph representing the pre-paid option is steeper than the graph for the flat-rate option indicates that the tariff for
electricity consumption on the pre-paid system is higher.
* e.g. Two graphs are drawn to show the monthly cost of electricity on a pre-paid system compared to a flat-rate system.
any other situations in which comparing two or more relationships can be used to solve problems relating to contexts involving the topics of Finance,
Measurement, Maps, plans and other representations of the physical world, Data handling and Probability.
comparing different banking options#
determining break-even values# for a business
comparing different tariff systems#
Solve financial and other problems including:
In order to:
making decisions based on a comparison of the representations and explaining solutions by referring to specific dependent and independent variable
values.
the use of the following terms in relation to specific dependent/independent variable values: less than; equal to; greater than or more than;
between +
differences in the constant values in equations and graphs representing the relationships*
differences in the steepness of graphs representing the relationships*
differences in the rates of change between the dependent and independent variables for each of the relationships*
Grade
Compare representations of two (Grade 11) or more (Grade 12) relationships (from those described above) that describe alternative options/solutions,
with specific focus on:
45
46
Section
Investigation: Comparison of costs on different cell phone systems
Investigation: Comparison of costs on different electricity systems
Use the graphs to make a deduction about which electricity system will be most suitable and cost effective for an individual with particular needs.
Draw graphs to represent the monthly cost of electricity on each of the systems
Find out the tariffs charged for the three systems
Find costs/tariffs for three different types of electricity systems (e.g. pre-paid, flat-rate and seasonal)
12
11
Grade
Use the graphs to make a deduction about which cell phone system would be better for you based on the minutes of talktime that you use during the
month.
Draw graphs to represent the monthly cost of making calls on each cell phone system
Find out the tariffs charged for two different types of cell phones (e.g. pre-paid system and a contract system)
Find adverts for two different types of cell phone systems in a newspaper (e.g. a pre-paid cell phone and a contract cell phone)

Part 2:
Application Topics
CAPS
47
48
Exchange rates
Taxation
Inflation
Banking, loans and investments
Interest
Break-even analysis
Cost price and selling price
Income, expenditure, profit/loss, incomeand-expenditure statements and budgets
Tariff systems
Financial documents
Section
Contexts include those that deal with

personal, household, workplace, business,
national and global finance, and more
complex financial scenarios.
--- etc.
business banking
outreach programme or non-profit

organisation
financial documents for a large business

(sometimes shown in newspapers) etc.
financial documents for provincial and

national government
inflation data and graphs
Examples of contexts in which national,

global and more complex financial
small home industry (e.g. bread-baking scenarios can be explored:
---business)
Tax Pocket Guide issued by SARS
Contexts are limited to those that deal with small business (e.g. tuck shop; street
personal and/or household banking
vendor; flea-market stall; cell phone
buying a car or a house
container business; garden services;
student loan
---painting business; car wash; catering
business; crche)
Contexts are limited to those that deal with
pension fund or retirement annuity
VAT
subsistence farming
funeral policy
----
Examples of contexts in which workplace

and business finance can be explored:
Contexts are limited to those that deal with Contexts are limited to those that deal
personal and/or household finance
with personal, household, workplace and
business finance.
Grade 10

Grade 12
Relevant financial documents relating to personal, household, workplace, business, national and global
contexts and more complex financial topics (e.g. household bills; bank and store account statements; adverts
showing car and home loan conditions; tax forms)
Grade 11: 89 weeks
Grade 11
Textbooks
Grade 10: 67 weeks
Grade 12: 89 weeks
Topic: Finance
CAPS
Financial
documents
Section
In order to:
Understand terminology used in documents, including:
Grades 10, 11 and 12:
Grades 11 and 12:
date or time period of the document
opening and closing balance
credit and debit
payment due
minimum payment
tariff or charge
income, expenditure, profit/loss
VAT
UIF, net pay, gross pay, deductions and taxable income
items and quantities
tax rates and tax brackets
PAYE and SITE
interest rates
repayment amounts and periods
residual
real cost or total cost
Explain and demonstrate how the values appearing in the documents have been determined.
10, 11
and 12
12
11 and
12
10, 11
and 12
Grade
-- loan documentation*, including:

o agreements stating loan conditions (e.g. term of the loan, interest rate)
o statements from banks and other loan institutions showing changes in a loan agreement (e.g. interest rate and monthly repayment changes)
-- tax forms (e.g. tax deduction and tax rate tables, IRP5 forms, employee income tax forms)
documents relating to national/global and more complex financial topics, including:
-- payslips; budgets*; quotations; invoices; receipts; travel allowance/claim forms; banking documents*
documents relating to workplace and small business finance, including:
-- household budgets*
-- banking documents* (e.g. bank statements and fee structures)
-- shopping documents (e.g. till slips, account statements)
-- household bills (e.g. electricity, water, telephone, cell phone)
Work with the following financial documents:

documents relating to personal and/or household finance, including:
Topic: Finance
49
50
Tariff systems
Financial
documents
(continued)
Section
Grade
Assignment: Understanding the Tax Pocket Guide
Read through and answer questions relating to the Tax Pocket Guide brochure issued by SARS.
11 and
12
10, 11
and 12
12
10
Investigation: Which cell phone?
Use calculations, graphs and break-even analysis to compare the options presented in two different cell phone adverts
Discuss non-mathematical considerations that affect the type of cell phone option a person may choose.
11
* In Grade 10 learners are expected to be able to draw and interpret constant (fixed), linear and inverse proportion graphs. As such, Grade 10 learners can only be
expected to draw graphs of tariff systems that relate to these types of graphs. For more specific details, refer to the topic Patterns, representations and relationships.
In Grades 11 and 12 there is no limitation on the types of graphs that learners are expected to be able to draw to demonstrate their understanding of tariff systems.
+
Learners are not expected to find break-even values for scenarios involving different tariff systems through algebraic calculations (that is, solving equations
simultaneously). Rather, they should be able to read off and, if necessary, estimate the values of the dependent and independent variables for which the graphs are
equal directly from the axes.
For more specific details on the content and/or skills and approach that learners are expected to work with in determining points of intersection of graphs, refer to the
section Working with two or more relationships and/or representations in the topic Patterns, relationships and representations.
Compare two (Grade 11) or more (Grade 12) different options for a tariff system to determine the most appropriate option for individuals with particular
needs (e.g. comparing pre-paid versus contract cell phone costs) by:
performing calculations
drawing graphs to represent the different options and interpreting the point(s) of intersection and other regions on the graphs in relation to the context+
Calculate costs using given tariffs and/or formulae.

Draw and interpret graphs of various tariffs systems.*
Work with the following tariff systems:

municipal tariffs (e.g. electricity; water; sewage)
telephone tariffs (e.g. cell phone and fixed line)
transport tariffs (e.g. bus, taxi and train tariffs)
bank fees.
In order to:
Assignment: Demonstrate the understanding of a household bill
Analyse a household bill (electricity, water, telephone, etc.) and explain how the different cost values on the bill have been determined.
* For a description of the terminology relating specifically to budgets and banking documents, see the sections below on Income, expenditure, profit/loss, income-andexpenditure statements and budgets and Banking, loans and investments.
Topic: Finance
CAPS
Income,
expenditure,
profit/loss,
income-andexpenditure
statements
and budgets*
Section
o telephone
o fees (e.g. school fees and bank fees)
o insurance (e.g. car, household and medical aid)
o personal taxes
o bursaries and loans
o savings
o interest
o inheritance
o investments and savings
o interest on money in accounts and/or investments
-- expenditure for larger organisations (e.g. municipality).
51
-- large projects and/or events (e.g. fund-raising event or a wedding)
o budgets showing a comparison of projected versus actual income, expenditure and profit/loss values (analysis only)
o a comparison of income/expenditure/profit values over two years (analysis only)
-- a small business (e.g. spaza shop), including:
-- personal projects (e.g. dinner party; significant purchases such as a cell phone, television or furniture)
-- a trip (e.g. holiday)
-- an individual and/or household
analysing and preparing income-and-expenditure statements and budgets, with an awareness of the difference between these two documents, for:
Manage finances by:
In order to:
-- income for larger organisations (e.g. taxes for a government).
o running expenses (e.g. services, telephone, rent)
o donations and/or grants

o taxes
o salaries, wages and commission
-- business and/or workplace expenditure:
o savings
o income from sales and/or services rendered
-- business and/or workplace income:
o accounts (e.g. electricity and water)
o gifts and pocket money
o loan repayments (e.g. store accounts)
o living expenses (e.g. food, clothing, entertainment)
-- personal expenditure:
o salaries, wages and commission
-- personal income:
11 and
12
10, 11
and 12
12
11 and
12
10, 11
and 12
Grade
Fixed, variable and occasional income values and fixed, variable, occasional, high-priority and low-priority expenditure values from the following sources:
Identify and perform calculations involving income, expenditure, profit and loss values, including:
Topic: Finance
52
Cost price and

selling price*
Income,
expenditure,
profit/loss,
income-andexpenditure
statements
and budgets
(continued)
Section
o budgets showing a comparison of projected vs actual income, expenditure and profit/loss values
o a comparison of income/expenditure/profit values over two years
-- large organisations (analysis only) (e.g. municipality or provincial/national government), including:
and 12
10, 11
12
Grade
Analyse the statement and suggest how the financial position of the household could be changed or improved.
Draw up a statement of income and expenditure for the household
Keep a record of household income and expenditure for a time period
10
* This section on Cost price and selling price applies only to Grade 11 and Grade 12 learners.
the cost of production, cost price and selling price of an item or service sold/rendered by the business.
break-even analysis (see the section below on Break-even analysis)
budgets
income-and-expenditure statements
Investigate the running of a small business with consideration of the following for the business:
Decide on an appropriate selling price for an item and/or service based on an expected percentage profit.
Determine the cost of production and/or cost price of an item or service, with an understanding of the difference between these two costs.
In order to:
12
11 and
12
small business (e.g. tuck shop; street vendor; flea-market stall; cell phone container business; garden services; painting business; car wash; hairdresser; catering
business; crche; subsistence farming).
a home industry (e.g. bread-baking business)
Identify the costs associated with producing/manufacturing an item or rendering a service in the context of:
Assignment: Developing a household budget
Possible assessment (incorporating Finance and Data handling, i.e. collecting data):
* In Grades 10 and 11 it is expected that learners will be able to work with income-and-expenditure statements and budgets containing reasonably small and simple
money values appropriate to personal, household, workplace and small business contexts. In Grade 12, it is expected that learners will be able to work with incomeand-expenditure statements and budgets containing large and complex money values, including values expressed in thousands, hundreds of thousands, millions and
billions.
considering the importance of saving for occasional or future expenses.
Topic: Finance
CAPS
Break-even
analysis*
Section
etc.
the break-even values for the business.
cost price and selling price of items made and sold for the business
budgets and income-and-expenditure statements
Investigate the various factors involved in running a small home industry business
Assignment: Running a home industry business
rental options (e.g. hiring a photocopier);
telephone tariff systems
electricity tariff systems
subsistence farming
11
small business (e.g. tuck shop; street vendor; flea-market stall; cell phone container business; garden services; painting business; car wash; catering business)
small home industry (e.g. bread-baking business)
Examples of contexts and/or resources in which the concept of break-even can be explored:
* This section on Break-even analysis applies only to Grade 11 and Grade 12 learners.
* Learners are not expected to find break-even values for scenarios through algebraic calculations (that is, solving equations simultaneously). Rather, they should be
able to read off and, if necessary, estimate the values of the dependent and independent variables for which the graphs are equal directly from the axes.
the values for which two (Grade 11) or more (Grade 12) different costing options are equal (e.g. different cell phone or electricity costing options).
the break-even values for a business with consideration of cost price, selling price, income and expenditure values
In order to:
the relevance/meaning of the break-even values is determined by the context in which the break-even values occur.
11 and
12
Grade
the break-even point is always made up of two values (e.g. the number of items that should be sold and the amount of money that should be made from
the sale of those items)
Understand the following components of break-even analysis:
trial and improvement through substitution into two or more equations representing the scenario and/or graphs.
drawing two (Grade 11) or more (Grade 12) graphs on a set of axes and reading off the points of intersection of the graphs
Determine break-even values using the following methods:
Topic: Finance
53
54
Interest
Section
12
11 and
12
Investigate the difference between simple and compound interest scenarios by drawing and comparing graphs of these scenarios.
Investigation: Comparing simple and compound interest graphically
For more information on these scenarios, see the section below on Banking, loans and investments
interpret and use tables showing compounded values.
perform simple and compound interest calculations manually using a basic calculator, pen and paper, and/or spreadsheets
Learners should be able to:
11
* Learners are not expected to work with any formulae here. The focus is on developing an understanding of the concept of a compounding calculation, that is, where
the values used in a calculation draw on answers/values from a previous calculation.
other investments (e.g. retirement annuities, funeral plans) where a fixed deposit is made every month.
hire-purchase agreements and loans (e.g. personal, car, house) where a repayment is made every month
bank accounts with a changing balance
investments in fixed deposit accounts where the money is deposited and withdrawn from the account only once
loan agreements between family members where repayments are made only once at the end of the loan
Investigate the following scenarios+:
In order to
10
Grade
Represent simple interest growth scenarios using linear graphs and compound interest growth scenarios using graphs showing compound change.
Perform calculations involving simple and compound interest through manual calculations and without the use of formulae*.
Investigate through calculation how interest values are calculated using interest rate values.
Distinguish between interest rate values and interest values.
In order to:
Work with various banking and other financial documents (e.g. bank statements; account statements showing interest rates on a debit balance).
Topic: Finance
CAPS
Banking,
loans and
investments
(banking)
Section
debit order
ATM
electronic transfer
debit
credit
stop order
debit rates
credit rates;
interest
payment
withdrawal
deposit
branch
Decide which bank would be the better option for a particular customer.
Compare the costs associated with these accounts at the two banks
Visit two banks and collect pricing information on a similar type of savings account at each bank
Assignment: Which bank?
(e.g. Interest on a savings account is calculated daily but compounded monthly; on a fixed deposit account simple interest is calculated during the month
but is compounded only at the end of the month).
Investigate the different ways in which interest is calculated on different types of accounts
Investigate the implications of late payments on a credit card account.
Investigate the advantages and disadvantages of the different types of accounts regarding access to money, bank charges and interest rates.
11
11 and
12
10
10, 11
and 12
Grade
Compare bank charges of different banks using tariff tables, given formulae and drawn graphs to assess the suitability of different accounts for individuals
with particular needs.
Draw graphs from given bank charge formulae to represent bank charges for different transaction amounts on different types of accounts.
Determine bank charges for different types of accounts using given fee tables and formulae.
bank charge or transaction fee
opening and closing balance
Interpret banking documents (e.g. bank statements and fees brochures) and understand the following terminology in the documents:
In order to:
credit account (with a credit card) and a debit account (with a debit card).
fixed deposit account
cheque/current account
savings account
Investigate the following types of bank accounts:
Topic: Finance
55
56
Banking,
loans and
investments
(loans and
investment)*
Section
-- repayment
-- loan term (life)
-- lender
-- interest rate

-- interest
-- charges
-- interest rate
-- monthly payment
-- residual (for a car loan)
-- interest
-- real (total) cost of a loan
Make sense of graphs showing loan and investment scenarios.+
Determine the total amount of money in an investment at the end of a certain time period.
Determine the real cost of a loan and the interest paid on a loan.
11 and
12
12
11 and
12
Grade
Model loan and investment scenarios using a pen, paper, basic calculator and tables, spreadsheets, and/or available loan calculators (e.g. calculators
available on bank websites).
-- investment term (life)
-- principal
Investments:
-- deposit
-- borrower
Loans:
Identify and understand the following elements of loan and investment situations:
In order to:
-- funeral plans
-- pension funds
-- retirement annuities
-- stokvel
investments where there is a monthly deposit, including:
loans from banks and micro-lenders where there is a monthly repayment (e.g. personal, student, car and house loans)
hire-purchase agreements (e.g. buying furniture on credit)
investments in fixed deposit accounts where the money is deposited and withdrawn from the account only once
informal loan agreements between family members
Investigate the following types of loan and investment scenarios:
Topic: Finance
CAPS
Banking,
loans and
investments
(loans and
investment)*
(continued)
Section
Investigate the impact of changes in the interest rate on the loan.
Investigate the impact of increasing monthly repayments on the real cost of the loan
Use tables and/or spreadsheets to construct a model of a loan scenario
Assignment: Modelling a loan
Possible assessment
any other formal or informal loan and investment scenarios.
life insurance policies
education investment schemes
Examples of additional contexts in which the concepts of loans and investments can be explored include:
12
For more specific details on the content and/or skills and approach that learners are expected to work with in Grade 12 regarding drawing, interpreting and analysing
graphs, see the section Representations of relationships (graphs) in the topic Patterns, relationships and representations.
12
Grade
* Learners are not expected to know complex financial formulae. Rather, it is expected that they will develop an understanding of loans using a pen, paper and
calculator techniques and through modelling loan scenarios using tables and graphs.
Investigate the effect of changes in the monthly investment amount on the value of the final investment.
Investigate the effect of changes in the monthly repayment amount on the real cost of a loan.
Investigate the effect of changes in the interest rate on the cost of a loan and on the final/projected value of an investment.
Topic: Finance
57
58
(VAT and UIF)
Taxation
Inflation
Section
Investigate through calculation how UIF values are calculated as a percentage of gross income.
Develop an understanding of why UIF is deducted, the benefits to the employee and the responsibility of the employer.
Investigate through calculation the amount of VAT that has been added to a VAT inclusive price*.
Investigate through calculation how a final price has been determined by adding 14% VAT to a price excluding VAT.
Develop an understanding of the difference between a VAT inclusive value and a value excluding VAT.
In order to:
11 and
12
10, 11
and 12
11 and
12
Work with UIF (Grade 11) in the context of payslips.
11
10, 11,
and 12
Explore the possible reasons for food price inflation and the impact of this inflation on the people who buy food from these shops
Compare inflation for the different food items at two different shops
Investigate and record the prices of different food items from two different brochures or newspaper charts over a period of one month
12
11 and
12
Work with VAT (Grade 10) in the context of shop purchases, till slips and bills (e.g. electricity, water, telephone);
Investigation: Tracing inflation in the real world
Possible assessment (incorporating Inflation and Data handling, that is, collecting data):
Evaluate situations involving proposed price increases (e.g. salary negotiations, school fee increases).
Interpret and analyse graphs showing changes in the inflation rate over time and understand that a decreasing graph does not necessarily indicate
negative inflation (deflation) or a decrease in price.
Compare the rates of increase/decrease in prices through calculation (e.g. An increase in price from R8,00 to R9,00 is a greater percentage increase than
an increase from R19,00 to R21,00 - this type of inflation calculation commonly involves percentage increase/decrease.
the value of money in a bank account and/or investment (discussion only).
the value of an item over time (e.g. If the price of a house increases at the rate of inflation of 10% per year, how much will the house be worth in two years
time?)
purchasing power (e.g. Thembi spends an average of R2200,00 per month on groceries. If her salary remains the same but her grocery bill increases at
the rate of inflation of 5%, what effect would this have on the amount of money that Thembi has available at the end of every month?)
Investigate, through calculation and discussion, the impact of inflation on:
Grade
inflation represents the average increase in the prices of a variety of goods and services over time and that different items can have different inflation rates
inflation is a measure of the change in the purchasing power of money over time
Recognise that:
In order to:
Investigate changes in the prices of goods and/or services.
Topic: Finance
CAPS
(VAT, UIF and

income tax)
Taxation
Taxation
(Income tax)
Section
personal income tax
taxable income
59
Find reasons for differences in tax values calculated using tax deduction tables and tax brackets.
Investigate the impact of an increase in salary on the amount of tax payable
Use both the tax deductions tables and the tax brackets to investigate how the tax value on a payslip is calculated
Assignment: Calculating personal income tax
Analyse a payslip and show how the values on the payslip have been determined, including the UIF.
Assignment: Understanding UIF
identifying the VAT inclusive value as being 114% and working out the value excluding VAT as 100%.
dividing the VAT inclusive value by 1,14
* Two methods are promoted for this type of calculation:
Investigate the effect of an increase in salary on the amount of income tax payable.
Analyse, interpret and understand completed tax return forms issued by SARS as well as IRP5 forms supplied by the employer.
taxable income
Determine an individuals:
In order to:
taxable deductions (e.g. medical aid, pension, UIF)
gross income
Develop an understanding of the following terminology:

non-taxable deductions (e.g. car allowance)
personal income tax forms to be completed by

employees
tables containing income tax brackets and income tax formulae
tax deduction tables issued by SARS to employers
IRP5 forms
payslips
Work with the following documents:
Topic: Finance
net pay
tax rebate
net pay
12
11
12
Grade
60
Exchange
rates*
Section
12
Plan a trip to another country (e.g. Botswana or Zimbabwe), taking into consideration the cost of the trip (including transport and
accommodation), currency that will need to be exchanged for the trip, maps and other travel resources, distance chart,,etc.
Assignment: Planning a holiday in another country
12
Refer to the section on Time in the topic Measurement for more details on the specific content, skills and contexts relating to timetables and calendars that learners
are expected to work with in Grade 12.
Refer to the section on Maps in the topic Maps, plans and other representations of the physical world for more details on the specific maps that learners are expected
to work with in Grade 12.
When working with currency conversions, we commonly use estimation (without the need for a calculator) rather than formal mathematical calculations to determine
the value of a currency. It is this skill of estimating appropriately that should be the focus of teaching in this section.
* The focus in this section is on developing an understanding of the value of a currency in relation to other currencies and on the value of a particular currency in
relation to the cost of living in a country, rather than on repetitive calculation using formal mathematical content (that is, ratios and rates) and procedures.
calendars
bus, train, airplane and taxi timetables and fare tables
maps and distance tables to organise travel routes#
a travel budget
Plan trips, to include:
11 and
12
Grade
Develop an understanding of the buying power of a currency in a particular country (that is, the value of the currency in relation to the cost of living in that
country).
Recognise the meaning of the terms strong and weak with regard to the relationship between different currencies.
Estimate+ the value of a currency in relation to other currencies.
In order to:
Work with exchange rates presented in foreign exchange tables found in newspapers for different currencies.
Topic: Finance
CAPS
Measuring instruments (e.g. ruler; tape measure; kitchen and/or bathroom scale; baking measures - spoons and cups;
watches and clocks)
Grade 11: 78 weeks
(continued)
learners understand that the degree of accuracy required is determined by the context in which the measuring occurs (e.g. when determining the volume of concrete needed to fill a
hole, precision is not essential and estimation or rule-of-thumb methods are appropriate; however, when deciding on the different chemicals that must be mixed together to make a
type of medicine, precision is crucial)
learners understand that different measuring instruments will give different degrees of accuracy (e.g. measuring running times using a clock and a stopwatch may give answers that
differ in accuracy)
the approximate value of pi () of 3,142 is sufficiently precise for all calculations in Mathematical Literacy
learners know how to read values off different measuring instruments, scales, dials and meters
It is also expected that:
-- consumption or spread rates e.g. litres per m2.
-- distance, speed and time rates e.g. speed measured in km/h
-- cost rates e.g. Rand per litre
-- conversion rates e.g. g to kg
integration with the content and/or contexts of rates from the topic Numbers and calculations with numbers to determine quantities and costs, including:
integration with the content and/or contexts of maps, plans and models from the topic Maps, plans and other representations of the physical world
When performing calculations in contexts involving measurement, it is expected that problems will involve:
Sources relevant to measurement in the household and school, and for more complex projects (e.g. baking recipes and
conversion tables; plans of a school/house; timetables; prices of building materials; conversion ratios found on paint tins)
Textbooks
Grade 10: 67 weeks
Grade 12: 56 weeks
Topic: Measurement
61
62
Time
Calculating perimeter, area and volume
Measuring temperature
Measuring volume
Measuring mass (weight)
Measuring length and distance
Measurement concepts are limited

primarily to scenarios involving planning
and completing simple tasks in the familiar
context of the household.
Conversions
interpreting television, bus, or train

timetables
investigating the quantity of materials

needed to build a concrete platform
and drain (run-off space) beneath a
tap
designing a sandpit or childrens play

area
determining the quantity of fencing

and poles needed to fence an animal
enclosure;
determining the quantity of fertiliser

and/or pesticide needed for a small
garden
designing a small vegetable garden
recording and managing personal

weight;
small household maintenance tasks

(e.g. painting/varnishing household
furniture)
household sewing projects (e.g.

tablecloth)
household cooking/baking/catering
projects
Examples of simple tasks in the

household:
Grade 10
Section
Topic: Measurement
investigating the number and cost of

the tiles needed to tile a floor, taking
into consideration the space for
grouting between the tiles and cut tiles
using plans of an RDP (Reconstruction

and Development Programme) house
to determine quantities and cost of
materials for the house
Examples of complex projects:
It is expected that these more complex

projects will involve integration of content
and/or skills from other topics e.g.
Analysing the floor and elevation plans
of a house (Plans) to determine the
quantities of materials needed for building
the house (Measurement) and preparing
a budget for the construction project
(Finance)
Complex projects involving measurement

concepts integrated with content/skills
from other topics in both familiar and
unfamiliar contexts.
Grade 12
fencing a small property, taking into

consideration the number of poles
needed for the fence, extra fencing
calculating actual housing density for
that may be needed for overlapping
a suburb, settlement or township and
sections, and the total cost of the fence
critiquing municipal housing density
policies in terms of the findings of this
determining the dimensions of carpet
project
needed for a classroom and/or
bedroom and establishing how many
investigating the size of a dam needed
running metres of carpet must be
to service a village based on the
bought and how much wastage there
number of people living in the village,
will be
each persons water usage and/or
requirements, and data on the annual
making and calibrating a rain gauge
rainfall in the area
determining the daily water
consumption of a household, taking
into consideration volumes of water
used in a shower, bath, sink and other
locations
determining the layout of a sports field
painting the walls of a classroom and/

or bedroom
Examples of larger projects:
It is expected that these larger projects

may involve the coordination and/
or completion of several smaller tasks
e.g. Painting the walls of a bedroom or
classroom requires consideration of the
estimated or calculated surface area of
the walls of the room in m2, the converted
volume of paint needed in litres, and the
quantity of paint to buy from the hardware
store which is dependent on available tin
sizes
Measurement concepts are limited

primarily to scenarios involving planning
and completing larger projects in the
familiar contexts of the household, school
and wider community.
Grade 11
CAPS
Conversions
Section
mm3, cm3 and m2 to ml and litres
cm2 and m2 to litres
g and/or kg to ml and/or litres
o solid to liquid conversions, including:
C = (F 32) 1,8
F = (1,8 C) + 32
10, 11
and 12
11 and
12
10, 11
and 12
Refer to the topic Maps, plans and other representations of the physical world for more details on the different types of scales, maps, plans and models, and the
specific calculations involving scale that learners are expected to be able to perform.
* Refer to the section below on Measuring temperature for more specific details on the contexts in which learners are expected to perform temperature conversions.
the quantity of paint needed to paint a wall, based on a calculation of surface area, in litres rather than in m2).
(e.g. expressing the length of a house in metres rather than in mm, cm or km; or the distance between two towns in kilometres rather than in mm, cm or m;
or
Express measurement values and quantities in units appropriate to the context
In order to:
appropriate maps, plans and models+ (all grades)
complex projects in both familiar and unfamiliar contexts (e.g. determining quantities of materials needed to build an RDP house) (Grade 12)
larger projects in the familiar contexts of the household and school and/or wider community (e.g. painting the walls of a bedroom or classroom) (Grade 11)
simple tasks in the familiar context of the household (e.g. household baking/cooking/catering projects) (Grade 10)
In the context of:
o metric to imperial units
-- between different systems, including:
o cups ml
o spoons - ml
-- for cooking conversions
convert units of measurement using given conversion factors and/or tables:
o sec - min - hours - days
-- time:
o g - kg - ton
o ml -
o mm - cm - m - km
-- the metric system:
Grade
o temperature (from Celsius to Fahrenheit) using the

following given formulae*
convert units of measurement from memory for:
For all calculations involving measurement:
Topic: Measurement
63
64
Measuring
length and
distance
Section
Grade
11 and
12
10, 11
and 12
10, 11
and 12
Use a tape measure or measuring wheel to measure the dimensions of a room or object (e.g. door, window).
Assignment: Measuring accurately
10
Refer to the topic Numbers and calculations with numbers and the section on Rates for more details on content and/or skills relating to calculations involving speed.
* Refer to the topic Maps, plans and other representations of the physical world for more details on the different types of scales, maps, plans and models, and the
specific calculations involving scale that learners are expected to perform.
speed (distance travelled in terms of time taken)+
the time taken to complete a journey
the cost associated with travelling a certain distance
perimeter, area and volume (see the section below on Perimeter, area and volume)
values using a formula involving length (e.g. area and volume formulae)
cost of products (e.g. the cost of 3 m of carpeting at R79,50/m)
Calculate:
Estimate distances and/or measure distances accurately between objects/positions in space using appropriate maps and scales.
Estimate lengths and/or measure lengths of objects accurately to complete tasks.
In order to:
appropriate maps, plans and models* (all grades)
larger projects in the familiar contexts of the household and school and/or wider community (e.g. painting the walls of a bedroom or classroom) (Grade 11)
In the context of:
scales.
odometers
rulers; measuring tapes; trundle wheels
rule of thumb methods (e.g. One metre is approximately the length from the shoulder to the fingertips when arms are outstretched; one metre is approximately one
large step/jump)
Determine length and/or distance using appropriate measuring instruments, including:
Topic: Measurement
CAPS
Measuring
mass (weight)
Section
Grade
* Interpreting the Road to Health chart and other growth charts requires an understanding of quartiles and percentiles. Refer to the topic Data handling for a
description of specific content and/or skills relating to these sections.
medicine and/or other dosages using formula supplied and, if necessary, appropriate growth charts+
values using a formula involving mass (weight) (e.g. Body Mass Index of individuals; formula for calculating medicine dosage)
the cost of a certain amount of a product (e.g. calculate the cost of 2,3kg of bananas at R8,20/kg)
Calculate:
use recorded mass (weight) data, recorded length (height) data, calculated Body Mass Index values and appropriate growth charts (including the Road
to Health Chart and other similar growth charts*) to monitor the growth patterns of children.
use recorded mass (weight) data together with recorded length (height) data to calculate Body Mass Index values and determine weight status for adults
manage and monitor mass (weight) of self and other family members over time, recording data in tables
Monitor and manage mass (weight), including:
Measure out quantities to complete a task (e.g. ingredients in cooking and baking; fertiliser to be used in garden/agriculture).
In order to:
complex projects in both familiar and unfamiliar contexts (e.g. monitoring the growth patterns of a baby using growth charts) (Grade 12)
12
11 and
12
10, 11
and 12
12
11 and
12
10, 11
and 12
10, 11
and 12
larger projects in the familiar contexts of the household and school and/or wider community (e.g. determining the weight status of adults using Body Mass Index)
(Grade 11)
In the context of:
electronic scales for weighing large objects
kitchen scales
bathroom scales
Determine mass (weight) using appropriate measuring instruments, including:
Topic: Measurement
65
66
Measuring
volume*
Measuring
mass (weight)
(continued)
Section
Make deductions about the health of the whole group and of the females compared to the males.
Use appropriate growth charts to determine the growth patterns and/or weight status of each of the learners in the sample
Determine the Body Mass Index (BMI) values for each of the females and males in the sample
Collect height and weight data from a sample of learners, including an equal number of females and males
Investigation: Investigating the weight status of children
Possible assessment (incorporating measuring length and weight, working with equations and data handling, that is, collecting,
organising and analysing data, percentiles and quartiles):
Determine the Body Mass Index (BMI) values and weight status for each of the females and males in the group, and use appropriate
frequency tables and/or graphs to compare the weight status data
Collect height and weight data from a sample of adults, including an equal number of females and males.
Investigation: Investigating the (mass) weight status of adults
consumption rates (e.g. the rate at which water is being used in a household)
values using a formula involving volume (e.g. alcohol content of different drinks; E. coli concentrations in water; determining the run-off rate of rain from
a roof)
the cost of a certain volume of a product (e.g. calculate the cost of 2,5litres of milk at 7,99/litre)
Calculate:
Monitor quantities (e.g. rainfall over time).
(e.g. ingredients in cooking and baking; quantities of drinks needed for a function; volume of concrete needed for a foundation trench).
Measure out quantities to complete a task
In order to:
larger projects in the familiar contexts of the household and school and/or wider community (e.g. monitoring rainfall over a period of time) (Grade 11)
In the context of:
buckets and wheelbarrows.
jugs, bottles and/or canisters
measuring spoons and cups
11 and
12
10
10, 11
and 12
12
11
Grade
Possible assessment (incorporating measuring length and weight, working with equations and data handling, that is, collecting,
organising and analysing data):
Determine volume using appropriate measuring instruments, including:
Topic: Measurement
CAPS
Measuring
temperature
(continued)
Measuring
volume*
Section
Grade
Use the rain gauge to monitor rainfall patterns for an area over time.
Make and calibrate a rain gauge
Assignment: Making and calibrating a rain gauge to monitor rainfall
Plan trips, including working with currency conversions (exchange rates), travel budgets, transport time and fare tables (e.g. flight schedules), travel maps
and other necessary travel resources.+
Interpret resources that refer to temperature values in different units (e.g. recipes; travel documents/resources; overseas newspaper articles).
In order to:
C = (F - 32) 1,8
F = (1,8 C) + 32
Convert temperature values from degrees Celsius (C) to degrees Fahrenheit (F) using the following given formulae:*
Monitor the health of a child or adult (e.g. taking the temperature of a sick child).
Plan activities (e.g. determine whether or not to embark on an outing; investigate the most appropriate time to plan crops and/or the most appropriate crops
to plant in an area with particular average maximum and minimum temperatures; investigate whether a refrigerator has been set at the most appropriate
temperature for storing certain products).
Complete projects (e.g. baking a cake).
In order to:
complex projects in both familiar and unfamiliar contexts (Grade 12)
larger projects in the familiar contexts of the household and school and/or wider community (Grade 11)
In the context of:
weather reports.
temperature dials and indicators (e.g. on a stove or a refrigerator)
thermometer
Measure, monitor and interpret temperature values using appropriate instruments and/or resources, including:
11 and
12
10, 11
and 12
11
Grade 10 learners are not expected to have to perform calculations of volumes using appropriate formulae: rather, emphasis must be placed on understanding the
concept of volume and measuring volumes using appropriate measuring instruments.
Primary focus in Grade 10 is on helping learners to develop an understanding of what the volume of an item represents in relation to the quantity of a liquid object
on developing a sense for measuring out the volumes of different quantities of liquid objects using various measuring instruments (e.g. measuring jugs, and cups and
spoons).
Topic: Measurement
67
68
Calculating
perimeter,
area and
volume
(continued)
Measuring
temperature
Section
Grade
making choices regarding costs and/or quantities and/or materials used in order to complete the task/project within a given budget.
determining a required budget for a given project
-- using cost of materials determined through research (Grades 11 and 12)
-- using cost of materials supplied by the teacher (Grade 10)
calculating the cost of materials/components needed to complete a task/project:
(continued)
(e.g. On a house plan with a scale of 1:100, an inaccurate measurement of 1 cm on the plan will result in an error calculation of 1 m in actual length)
-- the impact of rounding and/or errors in measurement
(e.g. When working out paint quantities estimation is appropriate; but when working with medicine dosages, accuracy is essential)
-- the appropriateness of estimation for a given context/problem
(e.g.Ttiles are bought in whole tiles and not in m2; spreading rates for paint are estimates only; certain products, such as wood and carpet, are sold
in running metres of a given width and not according to area)
-- the realities of the context
-- using appropriate maps, plans and models to inform calculations and decisions#
determining and/or calculating appropriate quantities of materials/components needed to complete a task/project (e.g. sewing tablecloths; painting a
classroom; construction/building projects such as an RDP house), with consideration given to:
Solve problems and complete tasks/projects, including:
In order to:
appropriate maps, plans and models+ (all grades).
larger projects in the familiar contexts of the household and school and/or wider community (e.g. painting a classroom) (Grade 11)
In the context of:
calculation for objects that can be decomposed into those listed above.
-- rectangular prisms and cylinders using known formulae+
-- rectangles, triangles and circles (quarter, semi and three-quarters) using known formulae+
calculation for each of the following:
direct measurement (perimeter using rulers, etc.; area using grids, etc.; and volume using measuring jugs, etc.)
Calculate/measure the perimeter, area (including surface area) and/or volume of objects* by:
12
10, 11
and 12
11 and
12
10, 11
and 12
This statement should be taught in conjunction with the statement in the section on Maps in the topic Maps, plans and other representations of the physical world
that refers to planning trips. The statement must also be integrated with the sections on Budgets and Exchange rates described in the topic Finance, and timetables
in the topic Measurement (see below).
* Converting between different temperature units and/or systems is also included in the section on Conversions (see above).
Topic: Measurement
CAPS
Calculating
perimeter,
area and
volume
(continued)
Calculating
perimeter,
area and
volume
(continued)
Section
Grade
69
Calculate the actual housing density for a suburb, settlement or township by comparing the number of people living in a household to the area
of land occupied by the household; critique municipal housing density policies in terms of the findings of this project.
Investigation: Housing density (incorporating area and surface area, and data handling, that is, collecting data)
OR
Investigate the number and cost of the tiles needed to tile the floor and/or walls in a building, taking into consideration the space for the
grouting between the tiles and the number of tiles that have to be cut to fit the floor space properly.
Investigation: Tiling a floor
Critique the governments free water policy in terms of the findings of this project.
Determine the daily water consumption of a household, taking into consideration volumes of water used in a shower, bath, sink and other
locations
Assignment: Household water consumption
Possible assessment (incorporating volume, consumption rates and finance):
Visit relevant stores (hardware store, nursery, etc.) to investigate the cost of the materials for the garden.
Determine how far apart the vegetables must be planted and how many vegetables the garden can accommodate
Determine the quantity of fencing needed to fence the garden
Assignment: Designing and costing a small vegetable garden
Possible assessment (incorporating perimeter, area and finance):
12
11
10
Refer to the topic Maps, plans and other representations of the physical world for more details on the maps, plans and models that learners are expected to work
within each grade.
Volume of cylinder = area of base/lid height

= (radius)2 height/depth
Surface area:
Surface area of rectangular box
= 2 (l w) + 2 (l h) + 2 (w h)
Area of triangle = base perpendicular where: l = length; w = width; h = height
height
Surface area of cylinder with a closed lid and base
Area of circle = (radius)2
= (2 [radius]2) + (2 radius height)
Area:
Area of rectangle = length width
Volume:
Volume of rectangular box = area of base/lid height
= length width height/depth
Circumference:
Circumference of a circle = diameter
OR
Circumference of a circle = (2 radius)
Standard formulae:
All formulae for calculations involving perimeter, area, surface area and volume will be provided in assessments. Note that in all formulae learners are expected to
work with the approximate value of pi () of 3,142.
In Grades 11 and 12, focus shifts to include 3-Dimensional shapes, with calculations of perimeter, area and volume extended accordingly.
* In Grade 10, primary focus is on working with 2-dimensional shapes and calculations of perimeter and area of such shapes.
Topic: Measurement
70
Time
Section
Grade
determining appropriate stopping locations with consideration of petrol consumption and fatigue
determining travel costs
estimating travelling times
Plan trips, including:
Record times (e.g. recording running times at a school sports event).
Plan and complete activities and projects (e.g. arriving at school on time; baking a cake; drawing up an exam study timetable; making sense of a school
timetable; analysing and following a production timetable for a construction project; the best time to launch a boat based on the tides represented in a tide
timetable).
In order to:
appropriate maps* (all grades)
complex projects in both familiar and unfamiliar contexts (e.g. timetable for a construction project) (Grade 12)
larger projects in the familiar contexts of the household and school and/or wider community (e.g. school sports event) (Grade 11)
In the context of:
11 and
12
11 and
12
10, 11
and 12
-- transport timetables (e.g. bus, train, taxi); production timetables e.g. for manufacturing an object or for constructing a house); and tide timetables (Grade 12)
-- lesson/exam timetables (Grade 11)
-- study timetables and television timetables (Grade 10)
timetables, including:
calendars showing days, weeks and months
calculating elapsed time involving the different time formats (e.g. the amount of time that has passed from 8:45 am to 9:17 am; the difference in time between 1 h
23 min 12 sec and 1 h 39 min 4 sec)
-- days - weeks - months
-- seconds - minutes - hours
converting between different units of time:
-- time recording formats (e.g. 1h12min20sec) (Grades 11 and 12)
-- time of day formats (e.g. 8oclock, 8:00am, 8:00pm, 20:00) (Grade 10)
time values expressed in the following formats:
time values expressed and/or recorded on watches, clocks and stopwatches
Read, record and perform calculations involving time values, including:
Topic: Measurement
CAPS
Time
(continued)
Section
11 and
12
Plan a trip between two cities or countries, making use of maps, bus/train/taxi/flight timetables, tariff tables, exchange rates (if necessary) and
the AA fixed, running and operating cost tables (if necessary).
(The same assignment is provided in the section on Maps in the topic Maps, plans and other representations of the physical world.)
Assignment: Planning a trip
Possible assessment (incorporating finance, maps and timetables):
Each group participates in all of the sports activities.
Each group is responsible for managing their own sports activity and for recording measurement values and times
Sports activities must involve measurement (e.g. long jump) and time (e.g. running times)
Divide the class into groups and each group is responsible for a different sports activity
Assignment: Mini-Olympics
Possible assessment (incorporating measuring length and time):
Bake the cake according to the given instructions.
Use measuring cups and/or a scale to measure ingredients for a recipe
Assignment: Baking a cake
Possible assessment (incorporating conversions, temperature, measuring weight and volume, and time):
12
11
10
Refer to the topic Numbers and calculations with numbers and the section on Rates for more details on specific content and/or skills relating to calculations involving
speed.
* Refer to the topic Maps, plans and other representations of the physical world for more details on the maps, plans and models that learners are expected to work
with in Grade 12.
Calculate speed (distance travelled in terms of time taken)+ (e.g. average speed travelled during a journey; the average racing speed of a participant in a
sports event).
12
Grade
preparing budgets for the trip by making use of relevant maps, timetables and fare tables, vehicle operating cost tables from the AA and other travel
resources+
determining departure/arrival and/or start/end times from timetables
Topic: Measurement
71
72
Textbooks
5-6 weeks
5-6 weeks
4-5 weeks
Grade 10:
Grade 11:
Grade 12:
Models
Plans
Maps
Scale
Work with actual tins and boxes to explore

packaging arrangements.
Maps and plans of familiar contexts and/or

simple structures (e.g. school).
Grade 10
Section
Grade 12
contexts and/or complex structures (e.g.
RDP house) and models of packaging
containers and buildings.
contexts and/or complex structures.
containers and buildings to explore what
the final product will look like.
Draw 2D scale pictures of 3D buildings and
packaging containers.
Grade 11
Maps and plans of less familiar contexts
and/or structures (e.g. office space) and
models of packaging containers.
Maps and plans of less familiar contexts
and/or structures.
containers to investigate packaging
arrangements.
Draw 2D scale pictures of 3D packaging
containers.
Street maps, provincial and national road maps, and maps showing railway routes; timetables, fare tables and distance
charts appropriate floor plans and elevation plans; cardboard for making models
Topic: Maps, plans and other representations of the physical world
CAPS
Scale*
Section
Work with the following types of scales on maps, plans and in the construction of models:+
0m
10 m
20 m
Grade
12
11 and
12
10, 11
and 12
Discuss the advantages and disadvantages of using number and bar scales on maps and plans
Investigate the effect that resizing a map or plan with a bar scale has on the scale of the plan or map
Investigate the effect that resizing a map or plan with a number scale has on the scale of the plan or map
Investigation: What happens if you resize a map or plan?
Possible assessment (incorporating maps and/or plans):

10
See the sections below on Maps, Plans and Models for specific details of the types of maps, plans and models that learners are expected to work with in Grade 11.
It is essential that this section on Scale be taught in conjunction with the content and/or skills outlined in the section on Measuring length and distance in the topic
Measurement.
* Although scale is a form of measurement, the section on Scale has been included as part of the topic Maps, plans and other representations of the physical world
rather than in the topic Measurement owing to the direct relevance of scale in the context of calculations involving maps, plans and models.
Determine the scale in which a map and/or plan has been drawn in the form 1: and use the scale to determine other dimensions on the map and/or plan.
Determine the most appropriate scale in which to draw/construct a map, plan and/or model, and use this scale to complete the task.
Calculate map and/or plan measurements when actual lengths and distances are known using a given scale to inform the drawing of 2-dimensional plans
and pictures and the construction of 3-dimensional models.+
Calculate actual length and distance when map and/or plan measurements are known.
In order to:
with an understanding of the advantages and disadvantages of each type of scale and the situations in which one type of scale is more appropriate than the other.
bar scales expressed in the form
number scales expressed in the form 1:500
73
74
Maps
Section
Plan and cost trips using timetables, fare charts, distance charts and budgets.+
Determine the operating cost of a vehicle using the fixed, running and operating cost tables distributed by the Automobile Association of South Africa.
Determine appropriate stopping locations with consideration of petrol consumption and/or fatigue.
the average speed travelled during a trip (that is, distance travelled in terms of time taken).
the amount and cost of fuel that will be used in travelling between two or more locations
the time it will take to travel between two or more locations
distances using measurement and a given scale (number or bar scale)
Estimate*:
the street names index located at the back of street maps showing the page and/or grid reference for various streets.
grid reference system (e.g. North Street is located on AD14)
numbering systems used for seating in sports stadiums
house and/or building numbering systems
directional indicators left, right, along, straight, up and down
Find locations, follow directions and develop directions for travelling between two or more locations using the following mapping reference systems and/or
techniques:
Describe the position of a building in relation to surrounding buildings (e.g. the building is directly across the road from the double-storey brick building).
Describe the position of an object (e.g. buildings, furniture, seats) in relation to surrounding objects.
In order to:
residential or housing estate maps.
elevation maps (e.g. the Comrades Marathon route)
strip charts showing distances on a portion of road
national and provincial road and rail maps
street maps with and without a grid reference system
seating plans for cinemas and a sports stadium
map showing the layout of the stores in a shopping centre
map showing the layout of the buildings and/or sports fields at a school
map showing the seating plan and/or layout of a classroom
Work with the following maps:
12
11 and
12
10, 11
and 12
11 and
12
10, 11
and 12
11 and
12
10, 11
and 12
Grade
CAPS
Maps
(continued)
Section
12
12
Grade
Plan a trip between two cities or countries, using maps, bus/train/taxi/flight timetables, tariff tables, exchange rates (if necessary) and the AA
fixed, running and operating cost tables (if necessary).
Possible assessment (incorporating finance, maps and timetables):
Select the seats with the best view for an event from the remaining available seats.
OR
Use a given map to find your way to a destination.
Assignment: Finding your way
Refer to the section on Time in the topic Measurement for more information on expected calculations involving time and relevant timetables.
A more appropriate context in which to test accurate measurement involves working with floor and elevation plans.
For this reason, maps should be used only for estimating distances, travelling times and petrol consumption between different locations.
12
10
* When working with maps, it is unreasonable to expect learners to measure and determine distances, travelling time, petrol consumption and/or average speed
accurately. There simply are too many factors that influence the accuracy of such calculations when working with maps: e.g. whether you cut the corner or turn the
corner on the outside of the road; or whether there are traffic lights or other obstructions like roadworks on a stretch of road.
Decide on where to position a house or a garden in relation to the position of the sun at different times of the day.
Interpret elevation plans of buildings that include the words North Elevation, South Elevation, East Elevation and West Elevation.
Understand directions and signboards on roads and in map books that refer to compass directions
(e.g. Travel North on the M3).
In order to:
North-east, North-west, South-east and South-west.
North, South, East and West
Interpret the following compass directions in the context of appropriate maps and plans:
(e.g. When travelling between two cities, a map with a large scale showing national roads and towns will be useful. Upon approaching one of the cities,
a map showing the suburbs and major roads in and around the city will be more practical to determine in which direction to travel to get to a particular
destination in the city. Upon arrival in a particular suburb, a street map with a much smaller scale will become more practical to navigate the route to a
particular destination.)
Work with a combination of maps showing different perspectives and scales to navigate the route to a destination.
75
76
(instruction/
assembly
diagrams)
Plans
Section
Use instruction/assembly diagrams, containing words and/or pictures, found in manuals for:
Assemble an object based on the instructions provided (including childrens toys) to show the learners ability to follow instructions.
Assignment/demonstration: Assembling an object
Draw instruction/assembly diagrams for an appliance where the instructions are given only in words.
OR
Study the instruction/assembly diagrams for an appliance and write a detailed set of instructions in words to accompany and/or explain the
diagrams.
Assignment: Writing instructions
Possible assessments:
Complete the task presented in the instructions and/or explain what the instructions mean and/or represent, using everyday language.
In order to:
childrens toys including Lego-type kits.
electrical appliances that require individual components to be connected (e.g. connecting speakers to a hi-fi; or connecting an aerial to a television)
cell-phones (e.g. installing a battery and sim card; or operating instructions)
unassembled wooden furniture units
plastic models
plugs
10
10, 11
and 12
Grade
CAPS
(floor,
elevation and
design plans)
Plans
Section
Connect the features shown on elevation plans with features and perspectives shown on a floor plan of the same structure.
and the relevance of compass directions in the construction of buildings.
West Elevation
East Elevation
South Elevation
North Elevation
Understand the terms
Determine quantities of materials needed by using the plans and perimeter, area and volume calculations.
Determine actual lengths of objects shown on plans using measurement and a given scale (number or bar scale).
Analyse the layout of the structure shown on the plan and suggest alternative layout options.
Describe what is being represented on the plans.
(e.g. the symbol for a window is a double line; the symbol for a door is a vertical line attached to a quarter circle indicating the swing direction of the door).
Understand the symbols and notation used on plans
In order to:
a complex structure (e.g. house RDP house) (Grade 12)
a less familiar structure (e.g. office space containing cubicles; a garden/tool shed) (Grade 11)
a familiar structure (e.g. classroom; room in a house bedroom or lounge) (Grade 10)
In the context of:
rough and scaled design drawings of items to be manufactured (e.g. clothing; furniture) (Grades 11 and 12)
rough and scaled elevation plans (front, back and side) showing a side view perspective (Grades 11 and 12)
rough and scaled floor/layout plans showing a top view perspective (Grade 10)
Use the following plans:
11and
12
10, 11
and 12
Grade
77
78
(floor,
elevation and
design plans)
(continued)
Plans
Section
Analyse inflation figures to predict possible adjustments to building costs.
Analyse a budget for the building project
After interpreting the plans of a house, build a scale model and perform perimeter, area and volume calculations in the context of fencing,
paint, concrete, etc.
Investigate the considerations involved in the construction of a house
Assignment: Building a house
Possible assessment (incorporating finance, models, plans, perimeter, area and volume):
Prepare a budget to show the projected cost of painting the classroom.
Use the plans to determine the quantity of paint needed to paint the classroom
Create accurate 2-dimensional scaled drawings of the inside walls of a classroom
Assignment: Painting a classroom
Possible assessment (incorporating plans, conversions, area and surface area, and finance):
Additional contexts and/or resources include any other plans in the context of the learners daily life and in less familiar contexts relating to simple and complex
structures.
a complex structure (e.g. house RDP house) (Grade 12).
a less familiar structure (e.g. office space containing cubicles; a garden/tool shed) (Grade 11)
a familiar structure (e.g. classroom; room in a house bedroom or lounge) (Grade 10)
Draw scaled 2D floor and elevation plans for:
Determine how long/wide/high an object should be drawn on a plan when actual dimensions are known.
In order to:
Determine the most appropriate scale (Grade 12) in which to draw a plan and use the scale (Grade 10 and 11).
12
11
10, 11
and 12
Grade
CAPS
Models*
Section
Investigate packaging arrangements using actual cans and a range of actual boxes.
Estimate quantities of materials needed (for example, paint; tiles) using perimeter, area and volume calculations+.
Investigate the placement of furniture in a room.
Critique aspects of the layout and/or design of a structure and make suggestions for alterations.
Investigate possible ways to stack/arrange boxes in a storeroom in order to minimise wasted space.
In order to:
2-dimensional scale cut-outs/pictures of appropriate views of buildings.
3-dimensional scale models of buildings (e.g. classroom; storeroom; school hall; house) from given or constructed 2-dimensional floor and elevation
plans
Make and use:
Estimate quantities of materials needed (e.g. paint; tiles) using perimeter, area and volume calculations
Investigate the number of furniture items that can fit into a venue, while considering the space needed for tables, chairs and walking around.
Investigate the amount of material used to make a box.
Investigate the best packaging shape to use for fragile and irregular-shaped objects (e.g. a television set), while trying to minimise wasted space and cost.
Investigate the best packaging shape to use for packaging a particular product (e.g. Should balls be packaged in a cylindrical or rectangular container?).
In order to:
2-dimensional scale cut-outs/pictures of appropriate views of 3-dimensional models of packaging containers.
3-dimensional scale models of packaging containers (e.g. packaging containers for balls, biscuits, etc.)
Make and use:
Determine the most cost-effective way to package a number of cans and/or boxes.
Determine the most appropriate way to package cans and/or boxes for optimal use of space.
In order to:
12
11 and
12
10
(only)
Grade
79
80
Models*
(continued)
Section
Grade
-- possible seating arrangements at a local

sports ground
-- crop estimates for a piece of land
Build a model of a school hall to investigate the best way to arrange furniture (tables, chairs, dance floor, etc.) for a school function.
Assignment: Building a model of a school hall
-- which container is the most suitable for packaging a particular item considering space and cost.
-- how many of each container can fit into a larger packaging/storage/transportation box
-- which container can hold more
-- which container requires more material
Investigation: Which box should you use?

Build models of differently shaped containers (e.g. rectangular; cylindrical)
Compare the containers by determining:
Possible assessment (integrating surface area, volume and models):
-- boxes used for packaging floor tiles
-- boxes used for packaging fruit juice containers

and/or cool drink cans
-- matric dance and/or birthday party and/or

wedding venue
-- spaza shop and/or local caf/supermarket
-- cool drink cans; tinned food; tennis ball, golf ball

containers
-- sports club change rooms
-- office space containing office cubicles;
2D drawings:
-- school tuck shop
3D models of buildings:
-- fruit juice containers; chocolate boxes;
packaging containers:
The models and/or drawings should be drawn to scale.

See the section on Perimeter, area and volume in the topic Measurement for more details on expected calculations involving perimeter, area and volume.
Additional contexts and/or resources involving 3D models and 2D drawings in which the concepts described above can be explored include:
In Grade 12, the primary focus is on using scale models and drawings to solve problems.
In Grade 11, the focus is primarily on helping learners to develop the skills to create scale models or drawings to investigate problems where actual resources are
unavailable or impractically large.
In Grade 10, learners are expected to work with actual cans and boxes to investigate packaging arrangements and considerations of space and cost.
12
11
2. scale models (including maps and diagrams) can help us to investigate problems and develop solutions (e.g. how long it will take to make a journey; how best to
place furniture in a room).
1. 3D-scale models made from 2D-diagrams/plans help us to better visualise objects (e.g. what a building will look like once it has been constructed);
* Models are constructed to represent the physical world for two main reasons:
CAPS
Textbooks
4-5 weeks
4-5 weeks
5-6 weeks
Grade 10:
Grade 11:
Grade 12:
It is important that learners understand the inter-connectedness of the statistical process and that these processes are
taught and assessed at related stages.
Every statistical process is made up of at least six inter-connected stages: posing a question; collecting data; classifying
and organising data; summarising data; representing data; and interpreting/analysing data. Every stage in the process
is dependent on the stage that precedes it and directly impacts on the stage that follows. If the data that is collected is
biased, then every following stage will be flawed; or if the data is summarised using an inappropriate average, then the
analysis of the data will be incorrect.
Other sources of statistics (e.g. websites; newspaper articles; test and exam mark sheets; sports results; sales figures;
education statistics)
Topic: Data handling
81
82
values that can be read directly from
graphs and/or tables without the need
for estimation
values that can be read directly from

graphs and/or tables without the need
for estimation
Analysing data
Representing data
Summarising data
Classifying and organising data

-- pocket money data.
-- data on telephone call time and

duration
-- data about electricity consumption

of various appliances in a household
-- data about the type and amount of

litter in a school
-- school statistics (e.g. number of

learners in each grade; number of
male and female learners)
-- height and weight data of learners

in a class
-- school sports results
-- test and exam results
-- data on employment rates for a

small community
-- data on housing, toilet, water and

electricity facilities for a small
community
-- price history data for grocery items
-- vehicle statistics (as an indication

of income level) of shoppers at a
shopping centre
-- profile of shoppers at a shopping

centre
-- sales figures for a business
-- sports results/statistics for provincial

and/or national sports events
data relating to the wider community

and more complex social issues that
are less familiar to learners, e.g.:
two sets of data containing multiple

categories (e.g. working with different
test scores categorised into mark
categories and organised according to
gender)
single sets of data containing multiple

categories (e.g. working with different
test scores categorised into mark
categories for an entire class, but not
sorted according to gender)
data relating to the personal lives

of learners and/or to issues that are
familiar to the learners, e.g.:
In Grade 11, the type of data dealt with is

limited primarily (but not exclusively) to
data including:
In Grade 10, the type of data dealt with

is limited primarily (but not exclusively) to
data including:
Developing questions
Collecting data
Grade 11
Grade 10
Section
Type and scope of data per grade:
-- historical inflation and/or exchange

rate data (sourced from Statistics
South Africa)
-- national and/or provincial population

statistics (sourced from Statistics
South Africa)
-- national and/or provincial road

accident statistics (sourced from
Arrive Alive campaign)
-- national and/or provincial education

statistics (sourced from the
Department of Education)
-- national and/or provincial health

statistics (sourced from the
Department of Health)
data relating to national and global

issues, e.g.:
complex values (that is, values

expressed in millions or large data
values containing complex decimal
values) for which estimation may be
necessary to determine values on
graphs and in tables
multiple sets of data containing multiple

categories (e.g. working with vehicle
statistics containing information
on the number of different types of
unroadworthy vehicles in each province
in South Africa)
In Grade 12, the type of data dealt with

is limited primarily (but not exclusively) to
data including:
Grade 12
CAPS
(continued)
Classifying and
organising data
Classifying and
organising data
Collecting data
Developing
questions
Section
Transform the data into a form that can be analysed, or into a form that can be more easily summarised and/or represented, to find answers to the
question(s) posed on issues relating to the personal lives of learners (Grade 10), the wider community (Grade 11), and national and global issues (Grade
12).
In order to:
Recognise that the way in which data is classified, sorted and/or grouped will affect how data is organised, summarised and represented.
frequency tables
tallies
Organise collected data using:
Group collected data using intervals (where appropriate) (e.g. It is often appropriate to group test scores in the mark intervals 0-29; 30-39; etc.).
(e.g. Sort data relating to the heights of the learners in a class according to height only; or according to both gender and height; or according to gender,
height and class.)
Sort collected numerical data according to one (Grade 10), two (Grade 11) or more than two categories (Grade 12).
numerical data, further classified as discrete data (e.g. number of people; number of cars) and continuous data (e.g. weights; rainfall)
categorical data (e.g. male/female; type of car)
Classify collected data as:
Collect data on problems being investigated relating to the personal lives of learners (Grade 10), the wider community (Grade 11), and national and global
issues (Grade 12).
In order to:
-- the impact that the choice of sample will have on the reliability of the data collected
-- how to select an appropriate sample from a population
-- the difference between a population and a sample
-- the situations for which the different types of data collection instruments are most appropriate and the advantages and disadvantages of each type
questionnaire or survey with an awareness of the following:
interview
observation
Develop and use an appropriate form/instrument for collecting a single set (Grade 10), two sets (Grade 11) and multiple sets (Grade 12) of data, including:
Investigate problems relating to the personal lives of learners (Grade 10), the wider community (Grade 11), and national and global issues (Grade 12).
In order to:
Recognise that the way in which questions are phrased can impact on the data collected and, therefore, on the findings of the investigation.
10, 11
and 12
10, 11
and 12
10, 11
and 12
Grade
Develop a question or set of questions that requires the collection of a single set (Grade 10), two sets (Grade 11) and multiple sets (Grade 12) of data.
83
84
Summarising
data
Section
Recognise trends at different places in the data to facilitate finding answers to the questions posed on issues relating to the personal lives of learners
(Grade 10), the wider community (Grade 11), and national and global issues (Grade 12).
10, 11
and 12
10, 11
and 12
Analyse calculated and/or given measures of central tendency and/or spread.
In order to:
11 and
12
10, 11
and 12
12
10 and
11
the strengths and limitations of each type of measure of central tendency and spread and the situations in which one measure is more or less appropriate
than the other measures (e.g. If there is an outlier in a data set, the mean average may be skewed by the outlier. As such, it would be advisable to
calculate the mean, median and modal averages, compare these averages, and then decide which average is the most representative of the majority
of the data values.)
the role and impact of outliers on the measures of central tendency and/or spread
the measure of central tendency referred to when the term average is used
the function/purpose of the measures of central tendency and spread
with an understanding of the following:
percentiles (interpretation only)+
quartiles and inter-quartile range values* (in conjunction with box-and-whisker diagrams - see Representing data below)
range
mode
median
mean
Grade
Summarise single sets of collected data (Grade 10); summarise and compare two (Grade 11) and multiple (Grade 12) sets of collected data using the
following measures of central tendency and spread (for ungrouped data only):
CAPS
Summarising
data
(continued)
Section
See the topic Measurement and the sections on Measuring length and distance and Measuring mass (weight) for a description of the types of measuring
instruments to be used in this context.
Learners are not expected to perform any calculations involving percentiles. If presented with percentile values in tables or graphs, learners should be able to
explain what those values indicate about the data.
calculate quartile values using formulae.
Learners are not expected to:
12
Grade
interpret quartile values, inter-quartile range values, and box-and-whisker diagrams in order to make deductions regarding trends in the data
calculate inter-quartile range values
explain the process involved in determining given quartile values in a set of data
identify the quartile values in a set of data
* In working with quartiles, learners are expected to:
test and/or exam results for a large group of learners (e.g. for the whole school)
quartile and percentile categories used in analysing results (e.g. for the Grade 12 examination results)
growth charts for babies and children
Common contexts involving quartiles and percentiles include:
Analyse the performance of a group of learners in a test and/or examination.
Determine the quantity of paracetamol (a drug found in several medicines, including Panado) to be administered to a child.
Analyse the health status of a child using calculated Body Mass Index values.
Analyse the growth pattern of a baby/toddler.
In order to:
test and exam results.
Road to Health chart and other growth charts for children
Use quartile and percentile values, together with various measuring instruments#, in the following contexts:
85
86
Representing
data
Section
10, 11
and 12
10, 11
and 12
Learners are not expected to draw box-and-whisker plots. They should be able to:
interpret the plot and explain what the shape of the plot signifies in terms of the spread of the data values.
locate minimum, maximum, median and quartile values on the plot
In working with scatter plot graphs learners are not expected to draw lines of best fit. They should, however, identify and describe observable trends in the plots.
* Learners are not expected to draw pie charts in an examination. Rather, they must be able to interpret and read values from a pie chart and, if necessary, explain
how the sizes of the different segments of a pie chart have been determined.
Identify trends in data to answer the questions on the personal lives of learners (Grade 10), the wider community (Grade 11), and national and global
issues (Grade 12).
In order to:
Analyse data presented in graphs.
Read information from graphs and, if necessary, use estimation to determine values on the graphs.
the effect that the scale of a set of axes and the point at which the axes cross can have on the impression created by a graph.
(e.g. Although it would be possible to use a pie chart to show the monthly rainfall in a town, it would be difficult to identify trends in the rainfall pattern
from this chart. A bar graph and especially a line graph would allow for a much more in-depth analysis of the trends in the rainfall data.)
12
11 and
12
10, 11
and 12
Grade
that each type of representation offers a different picture of the data and that certain types of representations are more appropriate for particular types
of data
with an understanding of the following:
box-and-whisker plots (as graphical representations of quartiles) (interpretation only) #
scatter plot graphs+
multiple bar graphs and compound/vertical stack graphs
line and broken line graphs
single bar graphs
histograms
pie charts*
Represent single (Grade 10), two (Grade 11) and multiple (Grade 12) sets of collected data using:
CAPS
Interpreting
and analysing
data*
87
(e.g. A newspaper may use statistics on the number of deaths related to motor vehicles to paint a picture of how dangerous it is to drive in South Africa.
The Minister of Transport, on the other hand, may applaud the fact that the statistics show a drop in the number of road deaths.)
Investigate situations in which summarised and/or represented data is interpreted in different ways.
Compare different representations of multiple sets of data and explain differences.
the spread (range) of the data and what this spread suggests about the data.
the type of measure used to determine the average of the data
the sizes of the groups used in grouping the data
the way in which the data was sorted and/or grouped
whether the data collected was fact or opinion
the neutrality of the data collection process
the methods used for collecting data
the representivity of the sample
the size of the sample
Learners should know to ask questions about:
Ask questions about the way in which data has been collected, organised, summarised and represented to reveal possible sources of error/bias/
misinterpretation.
tables will often contain more information than graphs, but trends/patterns are not easy to observe.
the choice of scale on the axes and/or the point at which the axes cross impact on the impression created by the graph
when comparing different categories of data, if there is an unequal number of data items in each category, then the use of actual values or percentage
values to represent the data will affect the impression created by the data
using actual values to represent data values in a table or graph shows the population/sample size, but is often not useful for showing the relationship
between categories clearly
using percentages to represent data values in a table or graph is useful for comparing relationships in size, but does not reveal the size of the population/
sample
Investigate how the choice of representation of the data impacts on the impressions created and conclusion(s) that can be drawn, taking into account that:
Identify and describe trends/patterns in data presented in tables/graphs and explain what the data indicates about the question/problem for which the data
was collected.
Read and select data from representations (that is, tables and graphs) containing data in order to answer questions relating to the data.
11 and
12
10, 11
and 12
In Grade 12, owing to the large and complex nature of the data dealt with in relation to national and/or global issues, it is expected that more complex estimation will
be required (e.g. Given that a bar representing the population of a particular age group lies between 23000000 and 24000000, the population in that age group is
approximately 23 500 000).
(continued)
Grade
In Grade 11, it is expected that some estimation may be required, but that the estimation will involve estimating between two given values or estimating values where
tick marks are provided on the axes but only certain tick marks are labelled.
In Grade 10, it is expected that it will be possible to read and identify values in graphs directly from the values provided on the axes and without the need for
estimation.
Representing
data
Section
88
Interpreting
and analysing
data*
(continued)
Section
10, 11
and 12
when conclusions are made from organised, summarised and represented data on a question or problem, those conclusions should be analysed in terms of each
stage of the statistical cycle to determine the reliability and validity of the conclusions.
once graphs have been drawn to represent data, the graphs should be analysed to determine trends or meaning in the data
once measures of central tendency and spread have been calculated, the meaning of these measures in relation to the data should be determined
when organising data, decisions should be made about whether to express data as actual values or percentages, and the implications of each format
when drawing up a questionnaire, questions should be asked about the reliability of the questionnaire
* Although the section on Interpreting and analysing data has been included as a separate section, it is essential that the interpretation and analysis of data occur at
every stage during the statistical cycle:
Find answers to the questions posed regarding issues relating to the personal lives of learners, the wider community, and national and global issues.
In order to:
12
Grade
(e.g. Analyse data on the matric results and explain how the statistics may be interpreted favourably by the Education Minister and negatively by a
newspaper journalists.)
Develop opposing arguments using the same summarised and/or represented data.
CAPS
Section
Present the findings of the study to the management, teachers and learners of the school.
Analyse the data in relation to the national results presented in the 1st or 2nd National Youth Risk Behaviour Survey
Collect, organise, summarise and represent data on drug and alcohol usage drawn from learners in different grades and from different gender and racial
groups
Assignment: Risky behaviour
Possible assessment (incorporating all the stages of the statistical cycle):
Determine the Body Mass Index (BMI) values and weight status for each of the females and males in the group, and use appropriate frequency tables
and/or graphs to compare the weight status data
Collect height and weight data from a sample of adults including an equal number of females and males
The same investigation is provided for the section on Weight in the topic Measurement. In other words, it is expected that this investigation will draw on
content and/or skills from both Measurement and Data handling
Investigation: Healthy living for adults
12
11
10
Grade
Possible assessment (incorporating measuring length and weight, working with equations and data handling, that is, collecting, organising and
analysing data):
Analyse the data to determine which appliances use the greatest amount of electricity during a specified time period.
Record, organise, summarise and represent data on the usage and consumption of various electric appliances
Design a data collection tool for recording how long different electric appliances are used in a household
Assignment: Electricity usage
Possible assessment (incorporating all the stages of the statistical cycle):
89
90
Textbooks
1-2 weeks
1-2 weeks
1-2 weeks
Grade 10:
Grade 11:
Grade 12:
Evaluating expressions involving probability
Representations for determining possible

outcomes
---
weather predictions
weather predictions
weather predictions
Explore probability in scenarios involving:
Grade 12
---
newspaper
articles
references to probability
risk assessments
containing
lottery and other gambling games
cosmetic and other products making cosmetic and other products making
statements regarding probability
statements regarding probability
tests where there is the chance of tests where there is the chance of
inaccurate results
inaccurate results
Prediction
Expressions of probability
Grade 11
Grade 10
Section
In light of the above, the descriptions given below encourage teachers to focus more on interpreting situations involving probability than on the mathematical calculation of probability.
This involves developing an understanding of the concept of probability, familiarity with the different notations used in expressions of probability and developing a sense of whether a
situation is more or less likely to occur. Alternative contexts outside of the realm of dice, coins and games have also been suggested to reinforce this focus.
Calculations involving probability are often confined to mathematical calculations primarily in the context of dice, coins and games. Although we may encounter situations involving
probability and chance on a regular basis in daily life, it is very seldom that mathematical calculations are needed in order to make sense of those situations. E.g. you dont need to be
able to calculate the probability of winning a lottery to know that even though there is a chance of winning, that chance is very small. What is more important is having an understanding
of the concept of probability, together with a sense of whether an event is more or less likely to take place.
Games involving coins and dice; weather reports; newspaper articles referring to probability; cosmetic and other products
making statements regarding probability (e.g. 80% of the women who used this product ); products showing success
and failure rates for their usage (e.g. pregnancy tests; drug tests); information on a lottery; etc.
Coins and dice
Topic: Probability
CAPS
Expressions
of probability
Section
10, 11
and 12
12
* In Grade 11, the scope of the data that learners are expected to work with relates to the personal lives of learners and the wider community. In Grade 12, the scope
of the data relates to the personal lives of learners, the wider community, and national and global issues. For more specific examples of the types of data that learners
are expected to explore in each grade, refer to the topic Data handling above.
Recognise that the probability of an event is expressed using fractions, percentages and decimal notation.
1 or 100% (events that are certain to take place)
0 (events that cannot take place - impossible events)
Recognise that probability is expressed using a scale that ranges between:
outcome/result
event
Recognise the difference between the following terms:
In order to:
newspaper articles that refer to likelihood, chance and/or probability
risk assessments (e.g. in applications for car insurance)
gambling scenarios (e.g. slot machines)
national lotteries (e.g. PowerBall)
tables and graphs containing data and statistics*
11 and
12
10, 11
and 12
Grade
products making statements regarding probability (e.g. a cosmetic product that claims that 80% of the women who used the product now have less visible
wrinkles)
tests where there is the chance of inaccurate results (e.g. pregnancy test; drug test)
weather predictions
games that make use of coins and dice
Work with situations involving probability, including:
Topic: Probability
91
92
Prediction
Section
(e.g. Even though we can use the historical win-lose record of two soccer teams to get a sense of who we believe might win in an upcoming match, there are
simply too many other factors that impact on the performance of the teams ( injuries of players; performance of the teams on the day) to be able to predict
with certainty what the outcome of the match will be. Our prediction of who the winning team will be is based on personal preference or knowledge about
the two teams rather than on long-term historical trends.)
Recognise the difference between predictions that are based on knowledge and intuition about a situation (e.g. the outcome of a sports match or horse race)
and expressions of probability that are based on long-term trends in data.
Recognise the difference between situations where the outcome of one event impacts on the outcome of another and situations where the two outcomes do
not impact on each other. (e.g. If a person buys more than one lottery ticket, does this increase the chance of winning? And if a person plays a slot machine,
does his or her chance of winning increase the more times he or she plays?)
Recognise that expressions of probability can only predict the trend of an outcome over a long period of time (for a very large number of trials) and cannot
accurately predict the outcome of single events (e.g. Even though people aged 18 to 25 years are deemed more likely to be involved in a motor vehicle
accident than any other age group, this does not necessarily mean that it is not possible that another age group might experience a higher number of
accidents during the course of a year. However, based on trends in the past, it is more likely that people aged 18 to 25 years will be involved in an accident.)
Recognise that expressions of probability are predictions about the future based on events of the past (e.g. Car insurance rates for people between the ages
of 18 and 25 years are generally higher than those for people between the ages of 30 and 55 years. This is because historically there have been more motor
vehicle accidents involving 18 to 25 year olds than 30 to 55 year olds.)
Understand the difference between the relative frequency and the theoretical probability of an event (e.g. The theoretical probability of a tossed coin landing
on heads is (50%). However, it is possible to toss a coin 10 times and for the coin to land on heads all 10 times - this is the relative frequency of that
event.)
Recognise that expressions of probability are only predictions about the outcome of an event (e.g. Although there is always a chance that someone may win
a lottery, this does not mean that there will always be a winner every time the lottery is played.)
In order to:
12
11 and
12
10, 11
and 12
12
11 and
12
10, 11
and 12
Grade
wrinkles)
weather predictions
Topic: Probability
CAPS
Representations
for determining
possible outcomes
Section
Topic: Probability
10, 11
and 12
12
11 and
12
10, 11
and 12
Grade
Learners are not expected to have to use tree diagrams and two-way tables to perform mathematical calculations of probability (e.g. multiplying probabilities
along the branches of tree diagrams).
The sections on tree diagrams and two-way tables have been included to provide learners with exposure to different tools and representations that can be used
to represent events involving probability in a graphical/pictorial way. The focus in these sections should be on using these representations to identify all of the
possible outcomes of an event, especially in situations where the outcomes are not immediately obvious.
* In Grade 11, the scope of the data that learners are expected to work with relates to the personal lives of learners and the wider community. In Grade 12, the
scope of the data relates to the personal lives of learners, the wider community, and national and global issues. For more specific examples of the types of data
that learners are expected to explore in each grade, refer to the topic Data handling above.
two-way tables.
tree diagrams
Identify possible outcomes for compound events by making use of+:
In order to:
tables and graphs containing data and statistics*
products making statements regarding probability (e.g. a cosmetic product that claims that 80% of the women who used the product now have less
visible wrinkles)
weather predictions
93
94
Evaluating
expressions
involving
probability
Section
This team has a higher chance of winning the match than the other team.
The more tickets you buy, the higher your chances of winning
If you choose the same numbers every week for the lottery, then this will increase your chances of winning
e.g. Discuss the validity of statements such as:
Evaluate and critique the validity of expressions and interpretations of probability presented in newspapers and other sources of information.
In order to:

12
Grade
wrinkles)
weather predictions
Topic: Probability
CAPS
Section
Investigate the use of probability in determining risk in applications for car, household and life insurance.
OR
-- The probability of winning a game improves if there has not been a winner for some time
-- The more tickets you buy, the higher your chances of winning.
-- If you choose the same numbers every week for the lottery, then this will increase your chances of winning
Investigate the following statements in the context of the national lottery and/or gambling:
OR
Investigate how betting odds are determined for a sports event and evaluate the reliability of these odds
Investigation: Probability in the world
Investigate the concepts of false positives and false negatives for a pregnancy test.
Investigation: Pregnancy tests
OR
Compare the probability values for the two experiments, discuss why they are different and explain how the notion that there is a 50% chance that a tossed
coin will land on either heads or tails has been determined.
12
11
10
Grade
Toss the same coin for a very large number of trials and then determine the probability of the tossed coin landing on heads for this larger experiment
Toss a coin a small number of trials and then determine the probability of the tossed coin landing on heads for this experiment
Investigation: Tossing coins
Possible assessment (incorporating all probability concepts):
Give the game to your classmates and ask them to determine (without doing any calculations) whether the game is fair and if not, why not.
Develop a game using coins and/or dice and make the game unfair (that is, there is a higher probability of losing)
Assignment: Unfair play
Topic: Probability
95
sECTION 4
ASSESSMENT
4.1 Introduction
Assessment is a continuous planned process of identifying, gathering and interpreting information about the
performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence
of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby
assist the learners development in order to improve the process of learning and teaching.
Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases
regular feedback should be provided to learners to enhance the learning experience.
Assessment of Mathematical Literacy
In accordance with the aims of the subject Mathematical Literacy assessment in Mathematical Literacy must measure
the extent to which learners are able to make sense of scenarios based on authentic and realistic, familiar and
unfamiliar real-life contexts by drawing on both mathematical and non-mathematical techniques and/or considerations.
As such, assessment tasks should:

be based on authentic real-life contexts and use real-life data;
require learners to select and use appropriate mathematical content in order to explore contexts;
require learners to take into account possible non-mathematical considerations that may have a bearing on
the desired outcome to a problem.
Some assessment tasks might more explicitly give learners the opportunity to demonstrate their understanding
of specific mathematical content and/or skills (e.g. the ability to solve equations or calculate statistics such as
mean, median and mode for different sets of data), while other assessment tasks might be less focused on specific
mathematical content and rather draw on a range of content and/or skills from a variety of content topics to explore
and make sense of an authentic context.
Teachers need to design assessment tasks that provide learners with the opportunity to demonstrate both competence
in mathematical content and the ability to use a variety of both mathematical and non-mathematical techniques and/
or considerations to make sense of real-life, everyday, meaningful problems.
Areas/topics of focus
Assessment in Mathematical Literacy is specifically focused on the Application Topics of Finance, Measurement,
Maps, plans and other representations of the physical world, Data handling and Probability. It is expected that the
Basic Skills Topics of Interpreting and communicating answers and calculations, Numbers and calculations with
numbers and Patterns, relationships and representations will be integrated throughout all topics.
Although teachers may choose to use assignments, investigations and tests to exclusively test specific concepts and/
or skills relating to the Basic Skills Topics, in examinations it is not expected that a whole question will be dedicated
to assessing the Basic Skills Topics in isolation from the Application Topic. Rather, the examinations will focus on
96

assessing the learners ability to solve problems and explore contexts relating to the topics of Finance, Measurement,
Maps, plans and other representations of the physical world, Data handling and Probability, and their ability to use
number concepts and equations, tables and graphs in an integrated way in order to make sense of those contexts.
4.2 Informal Or Daily Assessment

Assessment for learning has the purpose of continuously collecting information on learners achievement that can
be used to improve their learning.
Informal assessment is a daily monitoring of learners progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment
may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is
progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for
teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the
classroom. Learners or teachers can mark these assessment tasks.
Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows
learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are
not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into
account for promotion and certification purposes.
4.3 Formal Assessment

All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal
Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and
certification purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance
and to ensure that appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in
a grade and in a particular subject. Examples of formal assessments include tests, examinations, assignments,
investigations, practical tasks, demonstrations, etc. Formal assessment tasks form part of a year-long formal
Programme of Assessment in each grade and subject.
Specific details regarding the formal assessment requirements in Mathematical Literacy are given in the section titled
Programme of Assessment below.
The forms of assessment used should be age and development level appropriate. The design of these tasks should
cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.
Formal assessments must cater for a range of cognitive levels and abilities of learners. The levels appropriate to
Mathematical Literacy are described below.
Mathematical Literacy assessment taxonomy
Assessment can be pitched at different levels of cognitive demand. At one end of the spectrum are tasks that require
the simple reproduction of facts, while at the other end of the spectrum tasks require detailed analysis and the use of
varied and complex methods and approaches.
CAPS
97

Complexity in Mathematical Literacy is structured around the following assessment taxonomy framework:

Level 1: Knowing
Level 2: Applying routine procedures in familiar contexts
Level 3: Applying multi-step procedures in a variety of contexts
Level 4: Reasoning and reflecting.
The levels of this taxonomy are described in Appendix 1 and are illustrated by means of references to an assessment
task (Responsible use of paracetamol) provided in Appendix 2.
When designing assignments, investigations, and especially tests and examinations, teachers should use the
following guideline for deciding on the number of marks to be allocated to questions at each of the levels of the
taxonomy.
Table 1: Distribution of marks according to the levels of the Mathematical Literacy taxonomy in Formal
Assessment Tasks
Levels of the Mathematical Literacy assessment taxonomy
Percentage of marks allocated to each level in

an assessment
Level 1: Knowing
30% ( 5%)
30% ( 5%)
20% ( 5%)
Level 4: Reasoning and reflecting
20% ( 5%)
It is important to point out that in order to promote the vision that Mathematical Literacy involves the use of both
mathematical and non-mathematical techniques and considerations in exploring and understanding of authentic reallife scenarios, this taxonomy should not be seen as being associated exclusively with different levels of mathematical
calculations and/or complexity. In determining the level of complexity and cognitive demand of a task, consideration
should also be given to the extent to which the task requires the use of integrated content and skills drawn from
different topics, the complexity of the context in which the problem is posed, the influence of non-mathematical
considerations on the problem, and the extent to which the learner is required to make sense of the problem without
guidance or assistance.
4.4 Programme of Assessment

4.4.1 Programme of assessment in Mathematical Literacy
The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout
a term.
Programme of Assessment for Mathematical Literacy in Grades 10 and 11
The Programme of Assessment for Mathematical Literacy in Grades 10 and 11 consists of eight tasks which are
internally assessed:

Seven of the eight tasks are completed during the school year and make up 25% of the total mark for
Mathematical Literacy.
98

The end-of-year examination is the eighth task and makes up the remaining 75%.
Table 2a illustrates one possible Programme of Assessment for Mathematical Literacy for Grades 10 and 11.
Table 2a: Example of a Programme of Assessment for Grades 10 and 11 showing the weighting of
assessment tasks
CONTINUOUS ASSESSMENT (25%)
Term 1
Term 2
Term 3
EXAMINATION
Assignment/
Assignment/
Assignment/
Assignment/
Investigation*
Investigation*
Investigation*
Investigation*
(10%)
(10%)
(10%)
(10%)
Control Test
Examination
Control Test
(15%)
(30%)
(15%)
Assignment/
Assignment/
Assignment/
Assignment/
Investigation*
Investigation*
Investigation*
Investigation*
(10%)
(10%)
(10%)
(10%)
Control Test
Examination
Control Test
(15%)
(30%)
(15%)
Grade 10
Grade 11
(75%)
Term 4
Examination
Examination
* Teachers can choose to evaluate either an assignment or an investigation completed by the learners during each
term. By the end of the year learners should have completed two assignments and two investigations.
The suggested Programme of Assessment assumes that:

all the topics and sections are addressed throughout the year;
the topics are weighted in accordance with the suggested minimum weightings for each topic outlined in
Chapter 2 of this document;
content and/or skills are integrated across a variety of topics throughout teaching and learning, and in the
assessment activities.
Programme of Assessment for Mathematical Literacy in Grade 12

The Programme of Assessment for Mathematical Literacy in Grade 12 consists of eight tasks:

Seven tasks are internally assessed and completed during the school year making up 25% of the total mark
for Mathematical Literacy;
The eighth task is an externally assessed end-of-year examination and makes up the remaining 75%.
CAPS
99

Table 2b illustrates one possible Programme of Assessment for Mathematical Literacy for Grade 12.
Table 2b: Example of a Programme of Assessment for Grade 12 showing the weighting of assessment tasks
CONTINUOUS ASSESSMENT (25%)
Term 1
Term 2
Term 3
EXAMINATION
Term 4
(75%)
Assignment
Grade 12
(10%)
Assignment/
Investigation
Investigation
(10%)
Control Test
(10%)
Examination
(10%)
Control Test
Examination*
Examination*
(10%)
(25%)
(25%)
* In Grade 12, one of the tasks in Term 2 and/or Term 3 must be an internal examination.
In instances where only one of the two internal examinations is written in Grade 12, the other examination should be
replaced by a control test at the end of the term.
The suggested Programme of Assessment assumes that:

all the topics and sections are addressed throughout the year;
the topics are weighted in accordance with the suggested minimum weightings for each topic outlined in
Chapter 2 of this document;
content and/or skills are integrated across a variety of topics throughout teaching and learning, and in the
assessment activities.
Description of assessment tasks in Mathematical Literacy

The different tasks listed in the Programme of Assessment are described as follows:
100

Control test
Control tests assess content under controlled examination or test conditions. Control tests are essential to prepare learners for
examinations and, as such, should resemble the examinations in terms of structure and the conditions under which they are
administered. Learners are expected to prepare for these tests and the content that will be tested is explicitly communicated
to learners timeously, well before the test.. All information required in the test, including any real-life resources around which
questions have been posed, will be provided by the teacher.
Example: Having studied how taxation is determined using tax bracket tables and tax deduction tables, learners could be
set a test on determining taxation for an individual based on the salary information provided. The salary slip and any other
information that is required for answering the questions in the test are provided by the teacher.
Assignment
In the context of Mathematical Literacy, an assignment is a well-structured task with clear guidelines and a well-defined
outcome. An assignment could provide learners with the opportunity to consolidate a topic or section that has been covered in
class, or to apply an approach or method studied in class to a new context, or to revise for tests and/or examinations. Both the
content and contexts of the assignment are likely to be familiar to the learner. While the teacher may allocate classroom time
to an assignment and supervise the completion, parts of an assignment should also be completed by the learner in his or her
own time and/or with the assistance of other learners.
Example: If learners have determined the bank fees for a given bank statement based on the fee structure for a savings
bank account for a particular month, an assignment could ask the learners to calculate the bank fees for the same bank
statement but based on the fee structure for a different kind of bank account.
Investigation
In the context of Mathematical Literacy, an investigation involves a guided discovery, where learners are led through a process
of discovering a particular concept or idea through leading questions. This guided discovery may include the collection of data
and/or information to solve a problem.
Example: Learners are presented with two adverts showing different cell phone contract options. Questions are provided to
guide them through various calculations that expose the costs involved in each contract. At the conclusion of the investigation,
learners are in a position to be able to make a decision about which cell phone option is the most cost-effective for a given
condition.
CAPS
101

Summary of the formal assessment tasks listed in the CAPS document
The tables below provide a summary of the various suggested assessment tasks included in this document.
Table 3: Summary of suggested assessments listed in the CAPS document for Grades 10-12
GRADE 10
Topic
Numbers and
calculations with
numbers
Patterns,
relationships and
representations
Finance
Measurement
Maps, plans
and other
representations of
the physical world
Section
Assessment Type and Title
Page
Reference
Rounding
Assignment: Exploring the impact of rounding
31
Proportion
Investigation: Comparing direct and indirect proportion
32
Rates
Assignment: Comparing prices
33
Percentages
Assignment: Comparing actual and relative size
34
Representations
of relationships in
tables, graphs and
equations
Investigation: Identifying and representing a relationship in

daily life
42
Assignment: Representing electricity costs graphically
42
Financial documents
Assignment: Making sense of a household bill
49
Income,
expenditure, profit/
loss, incomeand-expenditure
statements and
budgets
Assignment: Developing a household budget
51
Measuring length
and distance
Assignment: Measuring accurately
63
Perimeter, area and

volume
Assignment: Designing and costing a small vegetable garden
69
Time
Assignment: Baking a cake
71
Scale
Investigation: What happens if you resize a map or plan?
73
Maps
Assignment: Finding your way
75
Assignment: Writing instructions
76
Assignment: Assembling an object
76
Plans
Data handling
All sections
Assignment: Electricity usage
88
Probability
All sections
Assignment: Unfair play
94
102

GRADE 11
Topic
Section
Page
Reference
Representations
of relationships in
tables, graphs and
equations
Assignment: Representing cell phone costs graphically
42
Working with two or

more relationships
Investigation: Comparing costs on different cell phone

systems
45
Tariff systems
Investigation: Which cell phone?
50
Break-even analysis
Assignment: Running a home industry business
52
Interest
Investigation: Comparing simple and compound interest

graphically
53
Banking, loans and

investments
Assignment: Which bank?
54
Inflation
Investigation: Tracing inflation in the real world
57
Taxation
Assignment: Understanding UIF
59
Measuring mass
(weight)
Investigation: Investigating the (mass) weight status of adults
65
Measuring volume
Assignment: Making and calibrating a rain gauge to monitor

rainfall
66
Perimeter, area and

volume
Assignment: Household water consumption
69
Time
Assignment: Mini-Olympics
71
Maps, plans
and other
representations of
the physical world
Plans, conversions,
area, finance
Assignment: Painting a classroom
78
Models, surface
area, volume
Investigation: Which box should you use?
80
Data handling
All sections
Investigation: Healthy living for adults
88
Probability
All sections
Patterns,
relationships and
representations
Finance
Measurement
CAPS
Investigation: Tossing coins

Investigation: Pregnancy tests
94
103

GRADE 12
Topic
Patterns,
relationships and
representations
Finance
Section
Page
Reference
Working with two or

more relationships
Investigation: Comparing costs on different electricity

systems
45
Financial documents
Assignment: Understanding the Tax Pocket Guide
49
Banking, loans and

investments
Assignment: Modelling a loan
56
Taxation
Assignment: Calculating personal income tax
59
Exchange rates
Assignment: Planning a holiday in another country
59
Measuring mass
(weight)
Investigation: Investigating the weight status of children
65
Perimeter, area and

volume
Investigation: Tiling a floor
Time, maps, finance
71
Maps, finance,
timetables
75
Plans, models,
perimeter, area,
volume, finance
Assignment: Building a house
78
Models
Assignment: Building a model of a school hall
80
Data handling
All sections
Assignment: Risky behaviour
88
Probability
All sections
Investigation: Probability in the world
94
Measurement
Maps, plans
and other
representations of
the physical world
4.4.2
Investigation: Housing density
69
Examinations for Grades 10, 11 and 12
Overview

Examination papers for Grades 10 and 11 will be internally set, marked and moderated, unless otherwise
instructed by provincial departments of education.
The Grade 12 final end-of-year examination is nationally set, marked and moderated.
Time and mark allocation

Table 4 shows the number of and stipulated mark and time allocations for examination papers (and control tests)
for Grades 10-12:
104

Table 4: Number of examination papers and control tests with marks and duration for Grades 10-12
TERM 1
GRADE 11
GRADE 12
Control Test
Control Test
Control Test
Paper 1
Paper 2:
Paper 1:
Paper 2:
Paper 1:
Paper 2:
1 hour
1 hour
1 hours
1 hours
2 hours
2 hours
(50 marks)
(50 marks)
(75 marks)
(75 marks)
(100 marks)
(100 marks)
Control Test
Control Test
Paper 1:
Paper 2:
3 hours
3 hours
(150 marks)
(150 marks)
TERM 2
TERM 3
TERM 4
GRADE 10
Control Test
Control Test
Paper 1
Paper 2
Paper 1:
Paper 2:
1 hours
1 hours
2 hours
2 hours
(75 marks)
(75 marks)
(100 marks)
(100 marks)
Nationally set examination

Paper 1:
Paper 2:
3 hours
3 hours
(150 marks)
(150 marks)
Additional information regarding examination papers

For each examination in Grades 10, 11 and 12 there are two examination papers. These papers assess the same
content but are differentiated according to intention, cognitive demand and the nature of contexts included in the
examinations.
Paper 1: A skills paper working with familiar contexts
Overview:
This examination paper assesses basic mathematical skills and competency, and primarily contains questions at the
knowing (Level 1) and routine procedures (Level 2) levels. The examination also contains a small number of multistep procedures (Level 3) questions, which will allow for more in-depth analysis of contexts and/or problems. The
contexts included in this paper are limited to those specified in the curriculum outline section of this CAPS document.
Intention:
The intention of this paper is to assess understanding of the core content and/or skills outlined in the CAPS document
in the context of authentic real-life problems. Although questions will be contextualised, the focus is primarily on
assessing proficiency in a range of content topics, techniques and/or skills.
Structure and scope of content:
A Mathematical Literacy Paper 1 examination will typically consist of five questions:

Each question will be contextualised and may focus on more than one context.
Each question will contain sub-questions.
The first four questions will be focused on each of the topics:

- Finance
- Measurement
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105

- Maps, plans and other representations of the physical world
- Data handling
with the content and/or skills outlined in the following topics integrated throughout each question:
-- Interpreting and communicating answers and calculations
-- Numbers and operations with numbers
-- Patterns, relationships and representations.

The fifth question will integrate concepts and/or skills from across all the topics in the curriculum.
The topic of Probability will be assessed in the context of one or more of these questions rather than as a
question on its own.
Scope of contexts:
Contexts used in the Paper 1 examination will be limited to those specified in the Curriculum Outline section of the
CAPS document thus the contexts used in this examination will be familiar to the learners.
Distribution of marks according to the taxonomy levels:
A Paper 1 examination should include questions at the different levels of the taxonomy according to the following
mark distribution:

60% (5%) of the marks at Level 1 (knowing);
35% (5%) of the marks at Level 2 (applying routine procedures in familiar contexts);
5% (minimum) of the marks at Level 3 (applying multi-step procedures in a variety of contexts).
Comments on mark allocation:

Given the nature of this subject where there is very little recall and/or emphasis on the memorisation of facts, it is not
anticipated that one-mark questions will be included in the examination. Even in situations where all that is required is
for information to be read straight from a table, the information in the table has to be interpreted and the appropriate
information located and identified. This process involves two steps and should be awarded two marks. It is also
envisioned that a mark will be allocated for each step of working required in a calculation.
Paper 2: An applications paper, using both familiar and unfamiliar contexts
This examination paper is an applications paper and primarily contains multi-step procedures (Level3) and
reasoning and reflecting (Level 4) questions, and a small number of routine procedures (Level 2) questions. The
purpose of the Level 2 questions in this paper is to provide learners with greater access to the contexts in which
problems are situated.
106

Intention:
The intention of this examination paper is to assess the ability to identify and use a variety of mathematical and nonmathematical techniques and/or considerations to understand and explore both familiar and unfamiliar authentic
contexts.
Structure and scope of content:
A Mathematical Literacy Paper 2 examination will typically consist of four or five questions:

Each question will contain sub-questions.
Each question will explore one or more contexts, drawing on content and/skills from two or more of the following
topics:
-- Finance
-- Measurement
-- Maps, plans and other representations of the physical world
-- Data handling
with the content and/or skills outlined in the following topics integrated throughout each question:
-- Interpreting and communicating answers and calculations
-- Numbers and operations with numbers
-- Patterns, relationships and representations.

The topic of Probability will be assessed in the context of one or more of these questions and not as a question
on its own.
Each question will include sub-questions consisting of a small number of questions at the routine procedures
(Level2) levels, and a greater number at the multi-step procedures (Level 3) and reasoning and reflecting
(Level 4) levels.
The focus of each question will be on assessing the ability to explore and understand a context(s) rather than
on mathematical proficiency.
Scope of contexts:
Contexts used in a Paper 2 examination will include both familiar and unfamiliar contexts and are not limited to
those specified in the Curriculum Outline section of the CAPS document.
Distribution of marks according to the taxonomy levels:
A Paper 2 examination should include questions at the different levels of the taxonomy according to the following
mark distribution:

25% of the marks at Level 2 (applying routine procedures in familiar contexts);
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107

35% of the marks at Level 3 (applying multi-step procedures in a variety of contexts);
40% of the marks at Level 4 (reasoning and reflecting).
Paper 1 and Paper 2 compared

Table 5 shows a summary of the differences between Paper 1 and Paper 2 examinations.
Table 5: Summary of the differences between Paper 1 and Paper 2
Paper 1
Intention
Taxonomy
levels
Structure and
scope of content
and/or skills
Contexts
Paper 2
Basic skills paper assesses proficiency of

content and/or skills
Applications paper assesses ability to use

both mathematical and non-mathematical
techniques/considerations to explore familiar and
unfamiliar contexts.
5 questions.
4 or 5 questions.
First four questions deal with contexts relating to

each of these topics:
Each question deals with contexts drawing

integrated content from across all of these topics:
Finance
Finance
Measurement
Measurement
Maps, plans and other representations of the

physical world
Maps, plans and other representations of the

physical world
Data handling
Data handling
Fifth question integrates content from across all

of these topics.
Probability will be examined in the context or one
or more of the other questions.
Probability will be examined in the context of one

or more of the other questions.
The Basic Skills topics Numbers and operations

with numbers and Patterns, relationships and
representations will be integrated throughout all
other questions.
The Basic Skills topics Numbers and operations

with numbers and Patterns, relationships and
representations will be integrated throughout all
other questions.
Each question can contain more than one

context.
Each question can contain more than one

context.
Level 1
60% (5%)
---
Level 2
35% (5%)
25% (5%)
Level 3
5% (minimum)
35% (5%)
Level 4
---
40% (5%)
Familiar, that is, limited to the contexts listed in

the CAPS document.
Both familiar and unfamiliar, that is, not limited

to the contexts listed in the CAPS document.
Contexts
In order to achieve the aim of Mathematical Literacy to help learners develop the ability to use a variety of mathematical
and non-mathematical techniques and/or considerations to explore and understand both familiar and unfamiliar
real-life contexts, it is essential that assessment items and examinations draw on realistic and authentic contexts.
Learners should be asked to interpret newspaper articles, real bank statements, real plans and other authentic
resources, rather than contrived problems containing only a semblance of reality.
108

Weightings of topics
The following weightings are stipulated for each topic in examinations:
Table 6: Weighting per topic
Topic
Weighting (%)
Interpreting and communicating answers and

calculations
Basic Skills Topics
No weighting is provided for these topics.

Rather, they will be assessed in an
integrated way in the Application Topics.

Application Topics
Finance
35% (5%)
Measurement
20% (5%)
Maps, plans and other representations of the physical

world
15% (5%)
Data handling
25% (5%)
Probability
Minimum of 5%
Distribution of marks according to the taxonomy levels

Table 7 illustrates the percentage of marks to be allocated to the different taxonomy levels for Grades 10, 11 and
12.
Table 7: Percentage of marks to be allocated to the different assessment taxonomy levels in examinations
in Grades 10, 11 and 12
The four levels of the Mathematical Literacy assessment taxonomy

Paper 1
Paper 2
Overall allocation
Level 1: Knowing
60% (5%)
35%(5%)
25% (5%)
30% (5%)
5%
(minimum)
35% (5%)
20% (5%)
40% (5%)
20% (5%)
30% (5%)
Additional information on the mid-year examainations

Much of the information relating to the structure of the examinations provided above relies on the whole curriculum
having been covered and so relates primarily to examinations that take place at the end of the year. Clearly this will
not be the case for the mid-year examinations, which will focus on assessing content covered in Terms 1 and 2.
It is not the intention of this document to prescribe the contents and the weighting of the various topics covered in
these mid-year examinaitions. However, the following guidelines are suggested:

Two examinations papers: Paper 1 (Basic Skills Paper) and Paper 2 (Applications Paper).
The structure of the questions in these papers should follow the structure suggested above for Paper 1 and
Paper 2 examinations (see Table 5 on page 99 above).
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109

The examinations should include questions on all of the topics covered in Terms 1 and 2:
--
This means that in Grade 10 teachers can choose to include questions that assess the content, skills
and contexts covered in the Basic Skills topics of Numbers and calculations with numbers and Patterns,
relationships and representations (both of which designated to be taught in Term 1 in the work schedule
provided at the beginning of this document).
--
In Grade 11 teachers can choose to include questions that assess the content, skills and contexts
covered in the Basic Skills topic of Patterns, relationships and representations (which is designated to
be taught in Term 1 according to the work schedule provided at the beginning of this document).
Teachers can decide on an appropriate weighting of the topics assessed in the examination, possibly as
determined by the amount of content included in a topic or section and the amount of time taken to teach the
topic or section. The table below shows an example of a possible weighting of topics for a Grade 10 mid-year
examination (across both Paper 1 and Paper 2).
Table 8: Example of weightings per topic in the mid-year examinations
Weeks allocated in suggested
work schedule
(on page 14 above)
Weighting
(% of combined
Paper1 & Paper 2)
10%
Patterns relationships and representations
10%
Contexts focussing on Measurement (Conversions

and Time)
10%
Contexts focussing on Measurement (Measuring

length/distance, mass, volume and temperature)
15%
Contexts focussing on Finance (Financial

docuyments and Tariff systems)
20%
Contexts focussing on Maps, plans and other

representations of the physical world (Scale and
Maps)
20%
Contexts focussing on Probability
15%
Term
Topic / Section
4.5 Recording and reporting

Recording is a process in which the teacher documents the level of a learners performance in a specific assessment
task. It indicates learner progress towards the achievement of the knowledge as prescribed in the Curriculum and
Assessment Policy Statements. Records of learner performance should provide evidence of the learners conceptual
progression within a grade and her / his readiness to progress or to be promoted to the next grade. Records of learner
performance should also be used to verify the progress made by teachers and learners in the teaching and learning
process.
Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Learner performance can be reported in a number of ways which include report cards, parents meetings, school
visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all
grades report in percentages against the subject. Seven levels of competence have been described for each subject
listed for Grades R-12. The various achievement levels and their corresponding percentage bands are as shown in
the Table below.
110

CODES AND PERCENTAGES FOR RECORDING AND REPORTING
RATING CODE
DESCRIPTION OF COMPETENCE
PERCENTAGE
Outstanding achievement
80 - 100%
Meritorious achievement
70 - 79%
Substantial achievement
60 - 69%
Adequate achievement
50 - 59%
Moderate achievement
40 - 49%
Elementary achievement
30 - 39%
Not achieved
0 - 29%
Note: The seven point scale should have clear descriptors that give detailed information for each level.
Teachers will record actual marks against the task by using a record sheet; and report percentages against the
subject on the learners report cards.
4.6 Moderation of Assessment

Moderation refers to the process which ensures that the assessment tasks are fair, valid and reliable. Moderation
should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments.
In Mathematical Literacy:

Grade 10 and 11 tasks are internally moderated. The subject advisor will moderate a sample of these tasks
during school visits to verify the standard of the internal moderation.
Grade 12 tasks are moderated by the provincial subject advisor. This process will be managed by the provincial
education department.
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111

4. 7 Appendices
APPENDIX 1
DESCRIPTION OF THE LEVELS IN THE MATHEMATICAL LITERACY ASSESSMENT TAXONOMY
Complexity in Mathematical Literacy is structured around the following assessment taxonomy framework:

Level 1: Knowing
Level 4: Reasoning and reflecting.
It is important to recognise that this taxonomy should not be seen as associated exclusively with different levels
of mathematical calculations and/or complexity. In determining the level of complexity and cognitive demand of
a task, consideration should also be given to the extent to which the task requires the use of integrated content
and skills drawn from different topics, the complexity of the context in which the problem is posed, the influence of
non-mathematical considerations on the problem, and the extent to which the learner is required to understand the
problem without guidance or assistance.
Level 1: Knowing
Level 1: Knowing questions serve two functions:

To familiarise learners with the context in which problems are posed by asking them questions about the
context;
To test ability to interpret contextualised information, to use familiar techniques to perform basic calculations
and to explain common terms.
Examples of the types of tasks at the knowing level of the Mathematical Literacy taxonomy include:
reading information directly from a table (e.g. the date on a bank statement; the time that a bus leaves the bus
terminal);
performing basic operations on numbers (e.g. subtracting income and expenditure values to determine the
profit/loss for a business; adding values to show how the Amount due value on an electricity bill has been
determined);
measuring accurately (e.g. measuring the dimensions of a room on a given plan accurately using a ruler).
rounding answers appropriately as per a given instruction (e.g. rounding off an answer to one decimal place
when instructed to do so);
identifying the appropriate formula to be used in a given calculation (e.g. identifying the formula for the area of
a circle as area = radius2 from a given list of area formulae);
112

recognising and explaining vocabulary appropriate to a particular scenario (e.g. discrete and continuous
in the context of data; event and outcome in the context of Probability; dependent and independent
variables; debit and credit in the context of finance);
reading values directly from the values provided on a graph or table (e.g. reading off the cost of talking for 60
minutes on a cell phone contract from a graph showing the cost of calls over time);
performing conversions within the metric system (e.g. from mm to cm to m to km; from ml to ; from g to kg;
from seconds to minutes to hours).
Example:
In the Responsible use of paracetamol task in Appendix 2 below, Questions 1.1, 2.1.1, 3.1.1, 1.2 and 1.3 are
at the knowing level of the taxonomy.
Questions 1.1, 2.1.1 and 3.1.1 require the learner to interpret the given information and read information directly
from the tables in the text. None of these questions require a calculation. The intention of these questions is
to force learners to read the information provided in the tables and, hopefully, to help them to become more
familiar and comfortable with the context.
Questions 1.2 and 1.3 both require a basic calculation.
-- Question 1.2 requires the learner to determine the relationship between body weight and dosage of
paracetamol from the information given at the start of the task and to use this relationship to determine the
dosage for children of a given weight . The task requires the use of a basic operation (multiplication) and
all the information is given.
-- Question 1.3 requires the learner to use the same information and operation as in Question2 to complete
a table of values.
Tasks at the applying routine procedures in familiar contexts level of the Mathematical Literacy taxonomy require
learners to perform well-known procedures and complete common tasks in familiar contexts. Learners know which
procedure/task is required from the way the problem is posed and all the necessary information to solve the problem
is immediately available to the learner. Routine procedures questions commonly involve single-step calculations,
repeating the same calculation several times, or the completion of a task with which learners are familiar (e.g.
constructing an income-and-expenditure statement to reflect an individuals finances).
Examples of routine procedures tasks include:

substituting values into given equations (e.g. determining the bank charge for depositing money into an account
using a given formula);
solving equations by means of trial and improvement or algebraic processes;
drawing graphs from given tables of values (e.g. drawing a graph to show the cost of a call on a cell phone
contract over time from a given table of time and cost values);
constructing a budget for a small household project;
using tax deduction tables to determine the amount of tax to be deducted from an employees salary;
measuring the dimensions of the floor of a room and using the dimensions to determine how many running
metres of carpeting to buy to cover the floor of the room;
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113

calculating the mean, median and/or modal averages of a set of data;
increasing or decreasing an amount by a percentage (e.g. determining how much a person will pay for a
television set if a 5% discount is given);
estimating values from the values provided on a graph or in a table (e.g. on a graph showing population
statistics in millions for the different provinces in South Africa, estimate the population of KwaZulu-Natal);
converting units of measurement between different systems of measurement using given conversion tables
and/or factors (e.g. using a baking conversion table to convert from g to ml when baking a cake);
using a given scale to determine actual length or distance (e.g. using a scale of 1:100 on a plan to determine
the actual length and width of the walls of a room).
In the Responsible use of paracetamol task in Appendix 2 below, Questions 1.4 and 1.5 are at the applying
routine procedures in familiar contexts level of the taxonomy.
Question 1.4 requires the learner to describe the relationship between input and output values in a table of data
by means of an equation. Since the relationship is linear and learners from Grade 9 upwards should be familiar
with this relationship, the task is one that requires the application of routine procedures.
Question 1.5 requires the learner to draw a graph of a linear function based on a table of values and/or an
equation. The knowledge and skills required to draw this graph have been developed in Grades 8 and 9 and
nurtured from Grade 10 upwards in Mathematical Literacy, and hence is considered to be the application of a
routine procedure.
Since it is expected that learners will deal with a large number of contexts in which the relationship between the
variables is linear, it is reasonable to suggest that the nature of the context is familiar, even if the learner has
not expressly dealt with medicine as a context before.
Notice that in Questions 1.4 and 1.5, the number of steps in every calculation is limited to one or two, or
a repetition of the same calculation several times. Also notice that it is obvious from the way in which the
questions are posed precisely what is required in order to complete the question.
Tasks at the applying multi-step procedures in a variety of contexts level of the Mathematical Literacy taxonomy
require learners to solve problems or complete tasks using well-known procedures and methods, but where the
procedure or method is not immediately obvious from the way the problem is posed. As such, learners may have to
decide on the most appropriate procedure or method to find the solution to the question or to complete a task, and
they may have to perform one or more preliminary calculations or complete one or more preliminary tasks before
determining a solution.
Situations in which a variety of mathematical and non-mathematical content, skills and/or considerations should
be utilised from different topics in the curriculum in order to make sense of a problem, are also at the multi-step
procedures level of the taxonomy.
Tasks at the multi-step procedures level contain far less direction or guidance than tasks at the routine procedures
level and require that learners make decisions regarding the appropriate content, methods and non-mathematical
considerations needed to solve problems and complete tasks.
Examples of multi-step procedures tasks include:

deciding on the most appropriate graph and an appropriate means of constructing that graph to represent a
114

particular scenario (e.g. constructing a table of values to represent a tariff structure for a particular electricity
system and then using the table of values to draw a graph to represent that tariff structure);

determining the most appropriate scale in which to draw a plan, determining dimensions according to that
scale, and then drawing the plan according to those scaled dimensions;
determining the quantity of paint needed to paint the walls of a building by determining the surface area of the
walls of a building, using a conversion ratio to convert the surface area value from m2 to litres, rounding the
litres value up to the nearest whole litre and then making a decision about the most appropriate quantity of
paint to be bought based on available tin sizes;
using maps, a distance chart, weather report information and other travel resources to plan a trip, giving
consideration to where to stop for petrol, estimated travelling distance and time, and estimated travel costs;
researching the costs involved in a fund-raising activity and preparing a budget for the activity;
using given inflation rates to investigate the estimated value of an item over a multiple time period. (E.g. if a car
is currently worth R90 000, what would the car be worth in two years time if the value of the car depreciated
by approximately 15% in the first year and 10% in the second year?)
In the Responsible use of paracetamol task in Appendix 2 below, Questions 2.1.2 and 3.2 are at the applying
multi-step procedures in a variety of contexts level of the taxonomy.
Question 2.1.2 requires the learner to first determine how many mg of paracetamol is safe for a particular child
and then the number of measures of the medicine to be given to this child. This is a multi-step procedure and,
though not complex, the procedure is not obvious from the way the question is posed.
Question 3.2 requires learners firstly to choose between two graphs one for boys and one for girls and
secondly to select the appropriate line on each graph to answer the question. In this sense, the procedure is
multi-step in nature. While the learner may not have seen this exact graph before, it is expected that a learner
in Grade 12 will be sufficiently competent and experienced with graphs to understand the information presented
in this one.
Notice that in both Questions 2.1.2 and 3.2 it is not immediately obvious from the way the questions are posed
what calculations are required to answer the questions. Also notice that multiple steps are required in these
questions.
Tasks at the reasoning and reflecting level of the Mathematical Literacy taxonomy can be divided into two groups of
questions:

Questions that require a decision, opinion or prediction about a particular scenario based on calculations in
a previous question or on given information (e.g. analysing calculations performed in a previous question on
two different electricity costing options and making a decision about the most suitable option for a person with
particular needs; or critiquing a statement regarding crime statistics reported in a newspaper article; or making
a prediction about the projected income for a business based on current financial data).
Examples of these types of reasoning and reflecting questions include:

comparing provided data on the performance of two groups of learners in an examination and explaining which
group performed better based on the available data;
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115

providing an opinion on how a particular government minister might react to a particular set of statistics;
analysing a completed income-and-expenditure statement for a household and making suggestions on how
the members of the household could change their expenditure to improve their financial position.
Questions that require learners to pose and answer questions about which mathematics they require to solve
a problem, select and use that mathematical content, recognise the limitations of using mathematics to solve
the problem, and consider other non-mathematical techniques and factors that may define or determine a
solution to the problem. (E.g. when presented with adverts for two different cell phone contracts, learners have
to decide which method will be the most appropriate to compare the costs involved in the contracts. They may
decide to construct tables of values, or draw graphs, or use equations. Having chosen a suitable method, they
will need to perform the necessary calculations and then make sense of their calculations in order to make a
decision regarding the most affordable contract for an individual with particular needs. They will also need to
recognise that irrespective of the mathematical solution to the problem, the individual may choose a cell phone
based on personal preference, e.g. colour or cell phone model).
Examples of these types of reasoning and reflection questions include:

using calculations to compare income and expenditure values for a business in order to determine whether the
business is in a healthy financial position;
comparing bank charges on two different types of accounts for various transactions and making a decision
about the most suitable account for an individual with particular needs;
constructing a table to model a loan scenario, taking into account the interest calculated on the loan, the
monthly repayment and the closing balance on the loan every month;
using the model of the loan scenario to investigate the effect of changes in the interest rate on the loan and the
impact of increasing the monthly repayment on the real cost of the loan;
designing two different types of boxes for packaging an item, comparing the boxes in terms of wasted space
(volume) and materials (surface area), and making a decision about the most cost-effective box for packaging
the item.
In the Responsible use of paracetamol task in Appendix 2 below, Questions 3.1.2 and 3.3 are at the reasoning
and reflection level of the taxonomy.
Question 3.1.2 requires the learner to make inferences. Learners are expected to draw on what they have
learnt about the safe use of paracetamol in the questions so far to make deductions or inferences. The answer
that the learner provides will be within a range of possible values and the quality of the answer will be based on
the reasoning that is evident in determining the answer.
In Question 3.3 the learner is expected to evaluate the dosage recommended by the manufacturer. Firstly, the
learner should make inferences about why the manufacturer made these recommendations. Secondly, the
learner should critique the decision. In critiquing the dosage recommended by the manufacturer, the learner
has to draw not only on mathematical content, but also on his or her own experiences of the world. Therefore,
this question is at the highest level of the Mathematical Literacy taxonomy.
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APPENDIX 2
ASSESSMENT TASK EXAMPLE:
RESPONSIBLE USE OF PARACETAMOL
ASSESSMENT TASK EXAMPLE: Responsible use of paracetamol
INFORMATION:
Paracetamol is a drug with analgesic (painkilling) properties.
Paracetamol is the active ingredient in the well-known medicine Panado that can be bought over the counter in
supermarkets and pharmacies.
Paracetamol is, however, involved in many incidents of accidental poisoning through overdose.
Paracetamol dosage is based on body weight. A healthy single dose of paracetamol for children is considered to be 10
mg per kilogram of body weight, with up to four doses per day.
Question 1
1.1.
1.1.1. According to the information given above, what is considered to be a healthy dose of paracetamol for children?
(1)
1.1.2. How many doses of paracetamol can be administered per day?
(1)
[2]
1.2.
Calculate how many mg of paracetamol each of the following children can safely take per dose.
1.2.1. Gabriella, weight 12 kg
(1)
1.2.2. Ricardo, weight 20 kg
(1)
[2]
1.3.
Copy and complete the table below:
Weight of patient
6 kg
7 kg
8 kg
9 kg
15 kg
25 kg
35 kg
Safe dose of paracetamol

in mg

[4]
1.4.
Write an equation that can be used to determine how many mg of paracetamol is a safe dose for a child of a given wei
ght.

[2]
1.5.
Based on your answers to 1.2 and/or 1.3, draw a graph that can be used to determine how many mg of paracetamol
is a safe dose for a child of a given weight.
[3]
Question 2
FURTHER INFORMATION:
Paracetamol is sold in supermarkets and pharmacies in the following concentrations:
Infant drops: 60 mg per drop (0,6 ml)
Syrup: 120 mg per medicine measure (medicine spoon) (5 ml)
Tablets: 120 mg per tablet
Page 1 of 3
CAPS
117

2.1.
2.1.1. What concentration of paracetamol is found in syrup?
[1]
2.1.2. Determine the following:

a.
The number of infant drops in a safe dose for a child who weighs 7 kg.
(2)
b.
The number of medicine measures in a safe dose of syrup for a child who weighs 9 kg. (2)
c.
The number of tablets in a safe dose for a child who weighs 12,25 kg.
(2)
[6]
Question 3
FURTHER INFORMATION:
The directions for use on the paracetamol syrup (120 mg/5 ml) packaging state:
3-12 months old: 2,5 to 5 ml per dose
1-5 years old: 5 to 10 ml per dose
6-12 years old: 10 to 20 ml per dose
A maximum of 4 doses per day
3.1.
3.1.1. What is the maximum dosage of paracetamol that should be given to a 7-year-old child?
(1)
3.1.2. According to these directions, what does the manufacturer consider the weight of a child who is 6-12 years old
to be?
(4)
[5]
3.2.
Refer to the CDC weight-for-age percentile charts on the next page to answer the following questions:
3.2.1. According to the chart, how heavy is a 6 year-old girl whose weight is at the 25th percentile?
(1)
3.2.2. According to the chart, how heavy is a 12 year-old girl whose weight is at the 75th percentile?(1)
3.2.3. According to the chart, how heavy is a 6 year-old boy whose weight is at the 75th percentile? (1)
3.2.4 According to the chart, how heavy is a 12 year-old boy whose weight is at the 25th percentile? (1)
[4]
3.3.
Based on the information provided in this question (including the weight-for-age charts) discuss the following, giving
reasons:
3.3.1. How the recommended dosage for paracetamol syrup has been determined
(4)
3.3.2. Whether or not you think this is the most appropriate dosage to recommend
(4)
[8]
37
Page 2 of 3
118

Responsible use of paracetamol (continued)
Page 3 of 3
CAPS
119
120
Income,
expenditure,
profit/loss,
incomeexpenditure
statements
and budgets
Financial
documents
and Tariff
systems
Section
Show how total Income,

expenditure and profit/loss values
on an income and expenditure
statement or budget have been
determined.
Classify items on an income and

expenditure statement as fixed,
variable and occasional income
and expenditure.
Construct a budget for a small
household project.
Construct an income and

expenditure statement for an
individual or a household.
Use the table of values to construct

a graph to represent the cost of
electricity consumption.
Complete a table of values to show

the cost of various quantities of
electricity consumption.
Show how the Total Due on the

electricity bill has been calculated
by adding together all items listed
on the bill.
Show how the VAT value listed

on the electricity bill has been
calculated when told that VAT is
14% of the value excluding VAT
(that is, calculating a percentage of
an amount.
Use a given formula to show how

the amount charged for electricity
consumption shown on the bill has
been determined.
Level 2: Applying routine

procedures in familiar contexts
TOPIC: FINANCE
Read information directly from

an electricity bill (e.g. date; name
of account holder; electricity
consumption for the month; etc.
Level 1: Knowing
between the demands of a question at the different levels of the taxonomy.
Analyse projected versus actual

budget values and explain
differences.
Compare income and expenditure

values for a business or
organisation over a two-year period
and describe differences and/or
trends.
Construct a budget for a large

fundraising event.

Analyse a budget for a

household or business and make
recommendation as to how the
expenditure should be changed
to improve the finances of the
household/business.
Analyse a newspaper article

describing proposed increases
in electricity tariffs and make
deductions about the implications
of these increases for consumers.
Choose an appropriate strategy

(e.g. tables of values, graphs,
interpreting points of intersection,
etc) to compare the electricity costs
for two different electricity systems
and make a decision about which
system is the most cost effective for
a user with particular needs.
Construct an income and

expenditure statement for
a business that includes a
comparison of income and
expenditure values over a two year
period.
Without any scaffolded or guiding

questions, draw a graph to
represent the cost of electricity on a
particular electricity system.
Replicate the calculations/values

shown on the bill for a different
electricity consumption value.
Level 3: Applying multi-step

procedures in a variety of contexts
from the different topics in the curriculum that can be associated with the different levels. These examples are meant to illustrate more clearly the difference
calculations and/or tasks associated with the four levels of the taxonomy. They contain examples of a small selection of questions, calculations and/or tasks
Mathematical Literacy taxonomy. It is essential to emphasise that the tables below do not provide a comprehensive or definitive list of all possible questions,
The intention of this section is to provide greater clarity about the types of questions, calculations, applications and/or contexts that fall into the different levels of the
FURTHER INTERPRETATION OF THE DIFFERENT TAXONOMY LEVELS ACCORDING TO TOPICS
APPENDIX 3
CAPS
Inflation
Interest
Break-even
analysis
Cost price and

selling price
Section
Explain what the term inflation

means.
Identify interest rate values quoted

on bank statements.
Explain the meaning and difference

between interest and the interest
rate.
Explain the meaning of the word

break-even in the context in which
a problem is posed (e.g. in the
context of a business, break-even
refers to the income that must be
generated to cover all expenses).
Determine the income generated

from the sale of an item based on
a given sales price and given sales
volumes.
Determine the cost price of an

item by adding together given cost
values for the component parts of
the item.
Level 1: Knowing
Show by calculation how the price

of an item might change if affected
by inflation (that is, increasing a
value by a percentage).
Complete a table that models

a loan scenario and include
consideration of a monthly interest
calculation, monthly repayment,
and monthly amount outstanding
on the loan.
Read values off graphs showing

simple and compound investment
scenarios.
Show by calculation how the

price of an item might change if
affected by inflation over multiple
time periods (that is, compound
calculation).
Draw graphs from given tables of

values to represent loan scenarios.
Perform compound interest

calculations manually (that is,
without the use of a formula) over
multiple time periods.
Draw two or more graphs and

identify the point of intersection
of those two graphs in order to
compare different options (e.g.
income vs. expenditure; cell phone
contract options; electricity tariff
systems; etc).
Perform simple interest calculations

manually (that is, without the use
of a calculator) over multiple time
periods.
When given two graphs that

intersect, read off the value of
the independent and dependent
variables at the break-even point
(point of intersection) of the graphs.
Determine the break-even point of

a business from a given table of
income and expenditure values.
Investigate, through research,

the various costs involved in
manufacturing an item, and decide
on an appropriate selling price for
the item.
Draw graphs, without scaffolded

or guiding questions, to show the
costs involved in producing an item
and money generated from the sale
of the item.
Compare the difference between

the cost and selling price of an item
by calculating the percentage markup in price of the selling price from
the cost price.
Construct a table of values to
show how the cost price of an item
changes depending on the number
of items made.


TOPIC: FINANCE
Use knowledge of inflation rates to

argue and justify a particular salary
increase.
Describe the effect of inflation on

the buying power of money.
Investigate and describe the impact

of making a lump sum payment
into a loan/investment during the
first half of the loan/investment
period on the total cost of the loan/
investment.
Investigate and describe the

impact of increasing the monthly
repayments on the total cost of the
loan/investment.
Construct a model of a loan or

investment scenario without
scaffolded or guiding questions.
Explain the meaning of different

regions on a graph (that is,
between different points of
intersection) in relation to the
problem or context for which
graphs have been drawn.
Explain the relevance of the breakeven point of two graphs in relation

to the problem or context for which
the graphs have been drawn.
Interpret graphs showing the

cost of production and income
generated from the production
and sale of an item, and use the
graphs to make decisions about
the business (e.g. how many items
must be manufactured and sold to
cover all production costs).
Conduct market research on

a group of people and use the
results of the research to defend a
particular selling price for a product.
121
122
Exchange
rates
Taxation
Section
Identify the exchange rate between

two currencies from a given table or
rate board.
Explain the meaning of the terms

gross pay, net pay, deductions,
and taxable income shown on a
payslip.
Explain how the employees

taxable income has been
determined by referring to the
salary and deduction values shown
on the payslip.
Identify the employees monthly

salary.
Identify the name of the employee

listed on a pay slip and the month
for which the pay slip has been
issued.
Level 1: Knowing
Use a given exchange rate

to determine the value of one
currency for a specific quantity of
another currency.
Identify the income tax bracket

into which an individual falls based
on a given monthly and/or annual
income.
Read appropriate tax values from

given income tax deduction tables.

TOPIC: FINANCE
Perform currency conversion

calculations, taking into account
currency exchange fees charged
by banks and other financial
institutions.
Investigate through calculation how

the tax rebate value is determined.
Use formulae provided on income

tax bracket tables to calculate an
individuals annual and monthly
income tax.

Explain why it is not necessarily

accurate when a South African
tourist in America exclaims that a
can of cool dink that costs $2,00
(R14,00) is much cheaper in South
Africa.
Explain how the Big Mac Index

provides a tool for determining the
worth of one currency in relation to
another currency;
Analyse graphs showing changes

in income tax over different time
periods and explain differences.
Investigate the effect that an

increase in salary has on increased
tax payments.
Compare income tax tables over

different financial periods and
explain how an individuals tax may
have changed from one period to
another.
CAPS
Explain the meaning of terms

(e.g.area, perimeter, volume,
radius, etc).
Read time values on a clock or

watch.
Know that area is expressed in

units2 (e.g. cm2) and volume in
units3 (e.g.cm3).
Determine the radius of a circle

from a given diameter.
Record time values at a school

sports
event
and
perform
calculations with time in order to
determine winning teams.
Calculate perimeter, area and

volume by substituting given values
into given formulae.
Measure accurately using

appropriate measuring instruments
(e.g. ruler; tape measure; kitchen
scale; jugs; etc).
Interpret time values on a bus

timetable to determine departure,
arrival and travelling times.
(e.g. when asked to determine the

volume of concrete needed for the
foundations of a house, interpret
top view plans of the foundation
trench of a house, use the plans
to determine the dimensions of
the trench, and then calculate the
volume of the trench).
Perform preliminary calculations to

determine dimensions required in
perimeter/area/volume calculations
and then calculate perimeter/area/
volume
Perform calculations involving

measured values (e.g. working
out how much longer one piece of
wood is than another piece).
Convert between ml and litres.
Identify from a list of given formulae

which formulae relate to perimeter
calculations, which relate to area
calculations, etc.
Use measured values in

conjunction with other content or
skills to complete a larger project
(e.g.measure the dimensions of a
bedroom to determine the running
metres of carpet needed for the
floor).
Convert between different systems

using given conversion factors
(e.g.convert from m3 to litres using
the fact that 1 m3 = 1 litre).
Convert between g and kg.
Convert between different systems

using given conversion tables,
where it is necessary to first identify
and then use an appropriate
conversion factor from the table.

Convert from C to F using given

formulae.

Convert between mm, cm, m and

km.
Level 1: Knowing
Time
Perimeter,
area and
volume
Measure
length, weight,
volume and
temperature
Conversions
Section
TOPIC: MEASUREMENT
Perform time calculations in

conjunction with maps and other
travel resources in order to plan a
trip (e.g.determine approximate
travelling
times,
appropriate
stopping points for refuelling, the
best time to start a journey in
order to arrive at a destination at a
particular time, etc).
Use perimeter, area and/or volume

calculations to complete a project,
where it is not stated specifically
what type of calculation is required
(e.g.when asked to determine the
amount of paint needed to paint
a building, first interpret plans to
determine dimensions of the walls,
then calculate the surface area
of the walls, then use the paint
conversion ratio on the back of the
paint tin to determine the required
number of litres of paint required).
Interpret a measured value

and make a decision based
on the value (e.g.measure the
temperature of a child and decide
if the child should be taken to
hospital).
Make decisions about the need

for accuracy when performing
a measurement in a particular
context.
Compare solutions to a problem

expressed in different units and
make a decision about what unit is
the most appropriate or useful for
the particular context in which the
problem is posed.
123
124
Plans
Maps
Scale
Section
Read off the value(s) of given

dimensions on the plan (e.g. the
length of the wall is 4 m).

(e.g.floor plan; elevation plan;
layout plan; etc).
Identify the scale of a plan.
Identify the scale of a map.
Identify the names of the towns on

the route between two locations.
Identify the labels/names of national

roads (e.g. N3) that must be
travelled on to travel between two
locations.
(e.g. explain what the scale

1 : 100 means in terms of the
measurements on a plan and actual
dimensions).
Explain the meaning of a given

scale
Level 1: Knowing
Measure dimensions on a plan

and use a given scale to determine
actual dimensions.
Use plans in conjunction with other
content, skills or applications to
complete a project (e.g. interpret
plans to determine the dimensions
of a room in order to establish the
amount of carpet needed for the floor
of the room).
Identify on which plan a particular

structure is shown (e.g. the door is
shown on the North elevation plan).
Estimate travelling times between

two or more locations based on
estimated travelling speed and
known or calculated distances.
Identify a possible route between

two locations on a map, measure the
distance between the locations, and
use a given scale to estimate the
distance between the two locations.
Use a map in conjunction with a

distance chart to determine the
shortest route to travel between two
locations.
Use a given scale in conjunction with

other content or skills to complete
a project (e.g. use a given scale to
determine the dimensions in which
to draw a 2-dimensional plan of an
object, and then draw the plan).
Determine the scale of a map or

plan.
Use a given scale in conjunction

with measurement on a plan/map to
determine length/dimensions.

Use a given key to identify the

number of windows/doors/rooms
shown on a plan for a building.
Provide a set of directions to travel

between two locations in a town
using street names.
Interpret a given set of directions

and describe what location the
directions lead to.
Identify the position of two locations

on a map and use given distance
values on the map to determine the
travelling distance between the two
locations.
Use a given scale to determine

actual measurements when given
measured values, or measured
values from given actual values.
Level 2: Applying routine procedures

in familiar contexts
TOPIC: MAPS, PLANS AND OTHER REPRESENTATIONS OF THE PHYSICAL WORLD
Make connections between plans

showing different views of the same
structure (e.g. explain which wall
shown on a floor plan is represented
on a particular side view plan).
Decide on an appropriate scale in

which to draw a plan and then draw
the plan.
Critique the design of a structure

shown on a plan.
Describe an item represented in a

plan.
Make decisions regarding

appropriate stopping points during
a journey based on considerations
of fatigue, petrol consumption,
travelling time, etc.
Use maps in conjunction with other

travel resources (e.g. exchange
rate information; distance chart;
bus timetable; etc) and financial
information (e.g. fare tables; petrol
price; etc) to plan and cost a trip).
Critique a proposed travel route

in relation to distance, estimated
travelling times, etc, and suggest
and justify possible alternative
routes.
Decide on an appropriate scale

in which to draw a picture or build
a model, and then complete the
project.
Critique the scale in which an

object has been drawn and offer an
opinion as to a more appropriate
scale.
CAPS
Models
Section
Measure the dimensions of a

structure for which a model or 2D
drawing will be constructed.
Level 1: Knowing
Use a given scale to determine the
dimensions in which to build a model
or make a 2D drawing, and complete
the project.
Build a model using a given table of

dimensions or a given net/cut-out.
Build a model and use the model in

conjunction with other content, skills
or applications to solve a problem
(e.g.build a model of a container and
use the model to investigate different
types of packaging arrangements;
or build a model of a container and
determine the surface area and
volume of the model to investigate the
amount of storage space available in
the container).

Level 2: Applying routine procedures

in familiar contexts
TOPIC: MAPS, PLANS AND OTHER REPRESENTATIONS OF THE PHYSICAL WORLD
Analyse a model and critique the

layout of the structure shown in the
model.
Construct and compare two models

in terms of storage space and
materials used and make a decision
about which model will the better
choice for packaging an item.
Decide on an appropriate scale in

which to build a model or make a 2D
drawing, use the scale to determine
dimensions, and complete the
project.
125
Developing
questions and
collecting data
126
Representing
data
Measuring data
Classifying and
organising data
Section
Read values directly from the

values provided on graphs.
Identify the maximum and minimum

values in a set of data.
Explain the difference between

categorical data and numerical
data; discrete and continuous data.
Count the number of values in a

data set.
Sort data from smallest to biggest.
Complete a given questionnaire.
Read information directly from a

given questionnaire/survey (e.g.
the name of the organisation for
which the questionnaire is being
conducted).
Level 1: Knowing
Estimate values from given graphs.
Draw a specified graph from a

given table of data.
Calculate mean, median, mode

and range for sorted data and for
data sets containing an even and
an odd number of data values.
Calculate percentage values

to represent the relative size of
different categories of data.
Complete a given frequency table.
Sort data according to two

categories (e.g. sort a set of data
separately for females and males).
Conduct a given questionnaire/

survey with a group of people.

Organise data using an appropriate

table, decide on the most
appropriate format for representing
the data (that is, actual values or
percentages), and decide on the
most appropriate graph needed to
represent the data.
Use data presented on a graph

to determine the mean, median,
mode and range of a data set.
Calculate the mean, median

and modal average for a set of
data and decide with reasons
which average provides the most
accurate representation of the
data.
When given a raw set of data, sort

the data, decide on appropriate
intervals (if necessary), and
construct a frequency table to
organise the data. If necessary,
use the frequency table to draw an
appropriate graph to represent the
data.
Decide on appropriate questions to

include on a questionnaire/survey,
construct and then conduct the
questionnaire/survey.

TOPIC: DATA HANDLING
Analyse graphs and make

deductions about trends in the data
and predictions for the future.
Compare measures of central

tendency/spread calculated for
two sets of data and use these
measures to explain differences
between the data sets.
Interpret tables and charts

showing percentile/quartile values
and explain what those values
represent in relation to the scenario
represented in the table/chart.
Analyse measures of central

tendency and spread and make
deductions about trends in the
data.
Analyse data organised in tables

and make deductions about trends
in the data.
Explain with justification whether

data is discrete or continuous.
Make a deduction about whether

collected information is biased or
valid based on the structure of
instrument used to collect the data
and the way in which the data was
collected.
Critique the questions/layout of a

questionnaire/survey.
CAPS
Evaluate
expressions of
probability
Prediction
Expressions
of probability
Section
Identify the percentage chance of

rain for a particular town from a
weather report in a newspaper.
associated with probability (e.g.
event; outcome).
Level 1: Knowing

Conduct an experiment to compare
the experimental probability of an
event to its theoretical probability.
Identify appropriate values from
a given table of data values (e.g.
on motor vehicle fatalities in South
Africa) and express the probability
of certain events shown on the
table.
Develop a game involving
probability and play the game with
another learner in the class.

Express the probability of an event
using fraction, percentage and
decimal notation.
Identify all of the possible outcomes
of a particular event (e.g. rolling a
dice; gambling game).
Explain whether or not a particular
rainfall prediction indicates that it is
more or less likely to rain.
TOPIC: PROBABILITY
Analyse a table of rainfall data for

a town and make predictions about
the chance of rain in that town
during a particular month during the
year.
Explain whether the statement if
I take the same Lottery numbers
every week then my chances of
winning increase makes sense.
Critique the use of references to
probability values in newspaper
articles.
Analyse a table showing risk
assessment profiles for people
from different age groups and
explain why particular age groups
are classified as higher risks than
others.
Analyse a game involving
probability and make a deduction
about the fairness of the game.
127

4.8 General
This document should be read in conjunction with:
4.8.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement

Grades R-12; and
4.8.2 The policy document, National Protocol for Assessment Grades R-12.
128

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MATHEMATICAL LITERACY

National Curriculum Statement (NCS)

Further Education and Training Phase

Curriculum and Assessment Policy Statement

MATHEMATICAL LITERACY GRADES 10-12

Department of Basic Education

120 Plein Street Private Bag X9023

2011 Department of Basic Education

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

MATHEMATICAL LITERACY GRADES 10-12

FOREWORD by thE ministER

National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP

MATHEMATICAL LITERACY GRADES 10-12

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

MATHEMATICAL LITERACY GRADES 10-12

1.4.1 Foundation Phase....................................................................................................................................6

1.4.2 Intermediate Phase..................................................................................................................................6

1.4.3 Senior Phase............................................................................................................................................7

1.4.4 Grades 10-12...........................................................................................................................................7

SECTION 2: INTRODUCTION TO MATHEMATICAL LITERACY.............................................................8

What is Mathematical Literacy....................................................................................................................... 8

Progression in Mathematical Literacy........................................................................................................ 11

2.3 Overview and weighting of topic................................................................................................................. 12

SECTION 3: CONTENT AND SCOPE OF CONTEXTS PER TOPICS....................................................20

Part 1.Basic Skills Topics................................................................................................................................. 25

Part 2.Application Topics................................................................................................................................. 47

MATHEMATICAL LITERACY GRADES 10-12

4.4.1 Programme of assessment in Mathematical Literacy .......................................................................... 98

Programme of assessment for Mathematical Literacy in Grades 10 and 11................................... 98

4.4.2 Examinations for Grades 10, 11 and 12.............................................................................................. 104

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

MATHEMATICAL LITERACY GRADES 10-12

MATHEMATICAL LITERACY GRADES 10-12

1.3 General aims of the South African Curriculum

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

MATHEMATICAL LITERACY GRADES 10-12

MATHEMATICAL LITERACY GRADES 10-12

The instructional time in the Foundation Phase is as follows:

First Additional Language

Personal and Social Well-being

1.4.2 Intermediate Phase

The instructional time in the Intermediate Phase is as follows:

First Additional Language

Natural Sciences and Technology

Personal and Social Well-being

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

MATHEMATICAL LITERACY GRADES 10-12

The instructional time in the Senior Phase is as follows:

First Additional Language

Economic Management Sciences

1.4.4 Grades 10-12

The instructional time in Grades 10-12 is as follows:

Time allocation per week (hours)

First Additional Language

MATHEMATICAL LITERACY GRADES 10-12

Mathematical Literacy involves the use of elementary mathematical content.

Mathematical Literacy involves authentic real-life contexts.

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)