This led to the first curriculum review: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grade. National policy regarding the program and promotion requirements of the National Curriculum Statement Grades R-12; and.
- Background
- overview
- General aims of the south african Curriculum
- time allocation
- Foundation Phase
- Intermediate Phase
- Senior Phase
- Grades 10-12
National Qualification Framework (NQF) level 4 qualification in relation to the National Assessment Protocol (Grades R-12) published in Government Notice no. 1267 in Government Gazette no. d) the policy document, the National Policy on Program and Developmental Requirements of the National Curriculum Statement, Grades R-12, and the Curriculum and Assessment Policy Sections, as provided in Chapters 2, 3, and 4 of this document, constitute norms and standards National Curriculum Statements, Grades R-12. Annex B, Tables B1-B8 of the policy document, National Policy relating to program and progression requirements in the National Curriculum Statement, Level R-12, subject to the provisions set out in paragraph 28 of the said policy document.
- What is mathematics?
- Specific Aims
- Specific Skills
- Focus of Content areas
- Weighting of Content areas
- mathematics in the Fet
The subject Mathematics at the Further Education and Training Stage creates the link between the Higher Stage and the Higher/Tertiary Education Stage. At the FeT stage, students should be exposed to mathematical experiences that give them many opportunities to develop their mathematical reasoning and creative skills in preparation for more abstract mathematics at Higher/.
Specification of content to show Progression
- overview of topics
Demonstrate an understanding of the definition of logarithm and all the laws needed to solve real-life problems. Proof and application of the compound angle and double angle identities So Solve problems in two dimensions.Solve problems in two dimensions.
Content clarification with teaching guidelines
- Allocation of teaching time
- Sequencing and pacing of topics
- Topic allocation per term
Algebraic expressions and equations (and inequalities) exponents Number patterns Functions and graphs Finance and growth Probability. Algebraic expressions and equations (and inequalities) Number patterns Functions and graphs Finance, growth and decay Probability. Economy, growth and decay Trigonometric assessmentTest Research or project Assignment date completed 2semester 2 WeeksWeek 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9Week 10Week 11 subjectsTrigonometric polynomial CalculationDifferential assessmentTrigonometricDifferentialId. -YEAR EXAMINATION date completed 3 semester 3 Weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 9 Week 10 subjects Geometry Statistics Counting and Probability Revision examination Examination assessment Test date completed 4 semester 4 Assignment 1: 3 hours Newspaper 2: 3 hours Week 1Week 2Week 3Week 4Week 5Week 6Week 7Week 8Week 9Week 10Algebraic expressions and equalities, patterns and equations Differentials and equations tial Calculus Counting and probability.
Use the laws of exponents to simplify expressions and solve equations, and assume that the rules also apply to.
Term: 1
Determine the reciprocals of the trigonometric ratios cosec θ, sec θ, and cot θ using right triangles (these three reciprocals should only be reviewed in 10th grade). It is important to emphasize that: • the similarity of triangles is fundamental for the trigonometric ratios sin θ, cos θ and tan θ; • trigonometric ratios are independent of the lengths of the sides of a similar right triangle and depend (uniquely) only on the angles, so we treat them as functions of the angles;. If we make one cut parallel to each face of the cube (and through the center of the cube), then there will be 8 smaller cubes.
Find the number of smaller dice that will have 3, 2, 1 and 0 red faces if 2/3/4/.../n equal cuts are made parallel to each face.
Term: 2
Investigate and make conjectures about the properties of the sides, angles, diagonals and areas of these quadrilaterals. Remarks: • Triangles are similar if their corresponding angles are equal, or if the ratios of their sides are equal: Triangles ABC and DEF are similar if DAˆˆ=. They are also similar to. Then we investigate and prove that the opposite sides of the parallelogram are equal, opposite angles of a parallelogram are equal and diagonals of a parallelogram bisect each other.
Term: 3
Measures of central tendency in pooled data: calculating the mean score of pooled and unpooled data and identifying the modal interval and the interval in which the median lies. Use statistical summaries (measures of central tendency and dispersion) and graphs to analyze and make meaningful comments about the context associated with the given data. Two taut ropes connect the top of each pole to the foot of the other.
Examine the effect on volume and surface. area when any dimension is multiplied by a constant factor. Calculate the volume and surface area of spheres, right pyramids and right cones. example: The height of a cylinder is 10 cm and the radius of the circular base is 2 cm. attached to one end of the cylinder and a cone of height 2 cm to the other end.
Term: 4
Term: 1
Deduce and apply: 1. the comparison of a line through two given points; 2. the comparison of a line through one point and parallel or perpendicular to a given line; and 3. It can be seen in the architecture of the Greeks, in sculptures and in Renaissance paintings. Any golden rectangle of length x and width y has the property that when a square is cut from it the length of the shorter side (y), another rectangle similar to it is left.
Group your data appropriately and use these two sets of grouped data to draw frequency polygons of the relative heights of boys and girls, in different colors, on the same sheet of graph paper. By how much does the approximate mean height of your sample of sixteen-year-old girls differ? Comment on the symmetry of the two frequency polygons and any other aspects of the data illustrated by the frequency polygons.
Term: 2
Term: 3
What is the depreciation percentage if calculated according to the: 1.1 straight-line method; and (R) 1.2 diminishing balance. What is the better investment over a year or more: 10.5% p.a. interest compounded quarterly for the first 18 months. Use tree diagrams for probabilities of sequential or simultaneous events that are not necessarily independent.
R) 2.What is the probability of rolling at least a six out of four rolls with a regular six-sided die. If a student is randomly selected from this group, what is the probability that he/she takes both math and history. R) 40 reported relief from medication A 35 reported relief from medication B 40 reported relief from medication C 21 reported relief from both medication A and C 18 reported relief from medication B and C 68 reported relief from at least one of the substances 7 reported relief from all three substances.
Term: 4
Term:1
Determine the 5th term of the geometric series whose 8th term is 6 and the 12th term 14. 3. Determine and sketch graphs of the inverses of the functions defined by Focus on the following characteristics: domain and range, intersections with the axes, turning points , minima, maxima, asymptotes (horizontal and vertical), shape and symmetry, average gradient (average rate of change), intervals at which the function increases/decreases. 1. Review of the exponential function and the exponential laws and graph of the function defined by where and 2. Understand the definition of a logarithm: , where and.
Graph of the function definex yblog = for both cases 10<b. C) 2.6 Determine the function p if the graph of p is obtained by shifting the graph of f by two units to the left. Comment: Deriving formulas for present and future values using the geometric series formula should be part of the learning process to ensure that students understand where the formulas come from.
Term: 2
R) 5.2 Determine the area of the material needed to make the can (that is, determine the total surface area of the can) in terms of x. R) 3. Determine the equation for a circle with a radius of 6 units which intersects the x-axis at and the y-axis at )3;0(. P) 4. Determine the equation for the tangent that touches the defined circle at the point.
C) 5. The line with the equation2+=xy intersects the circle defined by Aand B. 5.1 Determine the coordinates of Aan and B. R) 5.2 Determine the chord length. C) 5.5 Determine the equations for the tangents to the circle at points A and B. C) 5.6 Determine the coordinates of point C, where the two tangents in 5.5 intersect. R) 5.8 Determine the equations of the two tangents to the circle, both parallel to the line with the equation.
Term: 3
What is the probability that a random arrangement of the letters BAFANA starts and ends with an 'A'. Assuming it is equally likely to be born in one of the 12 months of the year, what is the probability that in a group of six at least two people have their birthday in the same month? Results of the informal daily assessment activities are not formally recorded, unless the teacher so desires.
The project or study must contribute 25% of the term 1 grades, while the test grades contribute 75% of the term 1 grades. It indicates the student's progress towards the achievement of the knowledge prescribed in the curriculum and assessment policy. Records of student achievement should provide evidence of the student's conceptual progression within a grade and her/his readiness to advance or be promoted to the next grade level.
Term: 4
- introduction
- informal or daily assessment
- Formal assessment
- Programme of assessment
- recording and reporting
- moderation of assessment
- General
In both cases, regular feedback should be provided to students to improve the learning experience. The focus should be on the mathematics involved and not on duplicate images and reproduction of facts from reference material. To avoid having to assess work that has been copied without understanding, it is recommended that while the initial examination can be done at home, the final write-up should be done in class, under supervision, without access to any notes.
Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, it does not need to be recorded. Descriptions for each level and the approximate percentages of tasks, tests and exams that should be at each level are given below: Cognitive levels description of skills to be demonstrated, examples knowledge 20%. Modeling as a process should be included in all papers, so contextual questions can be asked on any topic.
