Mathematical Literacy GR 12 Exam Guidelines 2021 Eng hlayiso.com

Downloaded from hlayiso.com MATHEMATICAL LITERACY EXAMINATION GUIDELINES GRADE 12 2021 These guidelines consist of 18 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 2 DBE/2021 Examination Guidelines TABLE OF CONTENTS PAGE 1. INTRODUCTION 3 2. ASSESSMENT IN GRADE 12 4 2.1 Overview 4 2.2 Time and mark allocation 4 2.3 Format of the question papers 5 2.4 Distribution Levels According to Taxonomy Levels 6 2.5 Weighting of topics 6 2.6 Distribution of marks according to taxonomy levels 6 2.7 Order of questions in the question papers 7 3. ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS) 7 3.1 Taxonomy levels according to topics 8 3.2 Some familiar topics 16 4. CONCLUSION 18 Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 3 DBE/2021 Examination Guidelines 1. INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for Mathematical Literacy outlines the nature and purpose of the subject Mathematical Literacy. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to:  Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate Examination in Mathematical Literacy  Assist teachers to adequately prepare learners for the examinations This document deals with the final Grade 12 external examinations. It does not deal in any depth with the school-based assessment (SBA), performance assessment tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually. These guidelines should be read in conjunction with:  The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Mathematical Literacy  The National Protocol of Assessment: 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)  National policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R to 12 WEIGHTING CAPS NEW 2021 changes % 300-mark paper % 150-mark paper Finance 35% 105 60% 90 PAPER 1 Data 25% 75 35% 53 PAPER 1 and 2 Probability 5% 7 5% 7 100% 150 marks Measurement 20% 60 55 % 83** COMBINED Maps and 15% 45 40% 60** PAPER 2 plans Probability 5% 8 5% 7 Finance** TOTAL 100% 150 marks **NOTE:  Section in Finance: (Income, Expenditure, Profit/Loss, Income-and-Expenditure statements and Budgets, Cost Price and Selling Price) can be included in PAPER 2 where there is direct link to Measurement and Maps and Plans.  Growth Charts can be examined in Data Handling in PAPER 1, as it assesses application of measures of spread. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 4 DBE/2021 Examination Guidelines 2. ASSESSMENT IN GRADE 12 2.1 Overview • Question papers for Grades 10 and 11 are set, marked and moderated internally, unless otherwise instructed by provincial departments of education. • The Grade 12 final end-of-year question papers are set, marked and moderated nationally. 2.2 Time and mark allocation TABLE 1 below shows the number of question papers, stipulated marks and time allocations of the question papers (and control tests) for Grade 12. TABLE 1: Number of formal tasks, control tests and examinations with marks and duration for Grade 12 TERM GRADE 12  Control test 1 1 Minimum of 50 marks for each task  Investigation  Assignment Minimum of 50 marks MID-YEAR EXAM 2 Paper 1 Paper 2 2 hours 2 hours (100 marks) (100 marks)  Control Test 2 Minimum of 50 marks PRELIM EXAM 3 Paper 1 Paper 2 3 hours 3 hours (150 marks) (150 marks) EXTERNAL EXAMINATIONS 4 Paper 1 Paper 2 3 hours 3 hours (150 marks) (150 marks) Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 5 DBE/2021 Examination Guidelines 2.3 Format of the question papers and weighting of topics No weighting is provided for Basic Skills topics (Interpreting and communicating answers and calculations, Numbers and calculations with numbers, Patterns, Relationships and Representations) Rather, they will be assessed in an integrated way throughout the Application Topics. The table below shows a summary of the differences between Paper 1 and Paper 2. TABLE 2: SUMMARY OF THE DIFFERENCES BETWEEN PAPER 1 AND PAPER 2 PAPER 1 PAPER 2 Finance 60% (±5) Maps, plans and other representation of the Data Handling 35% (±5) physical world 40% (±5) Probability 5% Measurement 55% (±5) Including Growth Charts assessing Probability 5% Weighting of application of measures of spread in Including Finances ±5% (Income, topics data handling. Expenditure, Profit/loss, Income-and- Expenditure statements and Budgets, Cost price and Selling price) where there is direct link to Measurement and Maps and Plans. Question 1: 30 marks ± 5 marks Question 1:30 marks ± 5 marks Level 1 questions from Finance and Level 1 questions from Measurement and Data Handling Maps, plans Question 2 Question 2 Finance Maps and plans Question 3 Question 3 Data Handling Measurement Question 4 and/or Question 5 Question 4 and/or Question 5 Integrated context on Finance and Data Integrated context on 'Measurement and Structure and Handling Maps and plans scope of content Including Growth Charts assessing Including Income, Expenditure, Profit/loss, and/or skills application of measures of spread in Income-and-Expenditure statements and data handling. Budgets, Cost price and Selling price) where there is direct link to Measurement and Maps Probability will be examined in the and Plans. context of one or more of the other questions. Probability will be examined in the context of one or more of the other questions. Each question can contain more than one context. Each question can contain more than one context. NOTE: Each paper may have 4 or 5 questions. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 6 DBE/2021 Examination Guidelines 2.4 Distribution of marks according to taxonomy levels The taxonomy levels will be the same in each paper. It is noted that in each paper Question 1 (±30 marks) will be based on mixed questions at Taxonomy level 1 only. TABLE 3: TAXONOMY LEVELS PER PAPER Paper 1 Paper 2 Level 1: Knowing 30% (±45 marks) 30% (±45 marks) Level 2: Applying routine procedures 30% (±45 marks) 30% (±45 marks) in familiar contexts Level 3: Applying multi-step 20% (±30 marks) 20% (±30 marks) procedures in a variety of contexts Level 4: Reasoning and reflecting 20% (±30 marks) 20% (±30 marks) 2.5 Contexts The aim of Mathematical Literacy is to help learners develop the ability to use a variety of mathematical and non-mathematical techniques and/or considerations to explore and make sense of both familiar and unfamiliar real-life contexts. Therefore it is essential that assessment items and examinations draw on realistic and authentic contexts. Learners should be asked to make sense of newspaper articles, real bank statements, real plans and other authentic resources, rather than contrived problems containing only a semblance of reality. Contexts can include both 'familiar' i.e. limited to the listed in the CAPS document and 'unfamiliar', i.e. not limited to the contexts listed in the CAPS document . Unfamiliar contexts will only appear in Questions 4 and Question 5 or only in Question 5. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 7 DBE/2021 Examination Guidelines 2.6 Distribution of marks according to taxonomy levels TABLE 4 shows the percentage of marks to be allocated to the different taxonomy levels for Grade 12. TABLE 4: PERCENTAGE OF MARKS TO BE ALLOCATED TO THE DIFFERENT ASSESSMENT TAXONOMY LEVELS GRADE 12 The four levels of the Mathematical Literacy assessment taxonomy PAPER 1 PAPER 2 OVERALL ALLOCATION Level 1: Knowing 30% ± 5% 30% ± 5% 30% ± 5% Level 2: Applying routine procedures in 30% ± 5% 30% ± 5% 30% ± 5% familiar contexts Level 3: Applying multi-step procedures in 20% ± 5% 20% ± 5% 20% ± 5% a variety of contexts Level 4: Reasoning and reflecting 20% ± 5% 20% ± 5% 20% ± 5% 2.7 Order of the questions in the question paper Each paper may have 4 or 5 questions. Paper 1: QUESTION 1 (30 marks ± 5 marks ONLY taxonomy Level 1) Short context – mixed questions (Finance and Data Handling) QUESTION 2 – Finance QUESTION 3 – Data Handling QUESTION 4 – Finance and Data Handling or integrated QUESTION 5 – Finance, Data Handling or integrated Probability will be integrated in all five questions, where it is appropriate. Paper 2: QUESTION 1 (30 marks ± 5 marks ONLY taxonomy Level 1) Short context – mixed questions (Maps and Plans and Measurement) QUESTION 2 – Maps and Plans QUESTION 3 – Measurement QUESTION 4 – Maps and Plans and Measurement or integrated QUESTION 5 – Maps and Plans, Measurement or integrated Probability will be integrated in all five questions, where it is appropriate Question 4 and 5 may include Financial calculations as pertains to problem solving in Maps and Plans and Measurement. 3. ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS) Different taxonomy levels, according to topics, and some familiar topics/content follow on the next pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 8 DBE/2021 Examination Guidelines 3.1 Taxonomy levels according to topics 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 Mathematical Literacy taxonomy. It is essential to emphasise that the tables below do not provide a comprehensive or definitive list of all possible questions, 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 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 between the demands of a question at the different levels of the taxonomy. TOPIC: FINANCE Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts Financial  Read information directly from an  Use a given formula to show how the  Replicate the calculations/values  Choose an appropriate strategy (e.g. documents and electricity bill (e.g. date; name of account amount charged for electricity shown on the bill for a different tables of values, graphs, and interpreting tariff systems holder; electricity consumption for the consumption shown on the bill has been electricity consumption value. points of intersection) to compare the month). determined.  Without any scaffolded or guiding electricity costs of two different  Show how the 'Total Due' on the  Complete a table of values to show questions, draw a graph to represent the electricity systems and make a decision electricity bill has been calculated by the cost of various quantities of cost of electricity on a particular about which system is the most cost adding together all items listed on the electricity consumption. electricity system. effective for a user with particular needs. bill.  Use the table of values to construct a  Analyse a newspaper article  Show how the VAT value listed on graph to represent the cost of electricity describing proposed increases in the electricity bill has been calculated consumption. electricity tariffs and make deductions when told that VAT is 15% of the value  Increasing/Decreasing by a given about the implications of these increases excluding VAT (that is, calculating a percentage for consumers. direct percentage of an amount).  Rework the answer if the initial conditions change. Income,  Classify items on an income and  Construct an income and expenditure  Construct an income and expenditure  Analyse a budget for a household or expenditure, expenditure statement as fixed, variable statement for an individual or a statement for a business that includes a business and make recommendation as to profit/loss, and occasional income and expenditure.* household. comparison of income and expenditure how the expenditure should be changed income- Show how total income, expenditure and  Construct a budget for a small values over a two-year period.* Construct to improve the finances of the expenditure profit/loss values on an income and household project. a budget for a large fundraising event. household/business. statements and expenditure statement or budget have  Revise a budget if conditions change  Compare income and expenditure budgets been determined. values for a business or organisation over  Million rand = R1 000 000 a two-year period and describe  Billion rand = R1 000 000 000 differences and/or trends.  Analyse projected versus actual budget values and explain differences. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 9 DBE/2021 Examination Guidelines TOPIC: FINANCE Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts Cost price and  Determine the cost price of an item  Compare the difference between the  Draw graphs, without scaffolded or  Conduct market research on a group selling price by adding together given cost values for cost and selling price of an item by guiding questions, to show the costs of people and use the results of the the component parts of the item. calculating the percentage mark-up in involved in producing an item and research to defend a particular selling  Determine the income generated price of the selling price from the money generated from the sale of the price for a product. from the sale of an item based on a given cost price. item.  Interpret graphs showing the cost of sales price and given sales volumes.  Construct a table of values to show  Investigate, through research, the production and income generated from how the cost price of an item changes various costs involved in manufacturing the production and sale of an item, and depending on the number of an item, and decide on an appropriate use the graphs to make decisions about items made. selling price for the item. the business (e.g. how many items must  Draw a graph from a given table.  Calculate profit if only one of be manufactured and sold to cover all income or expenses is given and the production costs). other still needs to be calculated. Break-even  Define 'break-even' in the context in  Determine the break-even point of a  Draw two or more graphs and  Explain the relevance of the break- analysis which a problem is posed (e.g. in the business from a given table of income identify the point of intersection of those even point of two graphs in relation to context of a business, 'break- even' refers and expenditure values. two graphs in order to compare different the problem or context for which the to the income that must be generated to  When given two graphs that options (e.g. income vs. expenditure; graphs have been drawn. cover all expenses). intersect, read off the value of the cellphone contract options; electricity  Explain the meaning of different independent and dependent variables at tariff system.). regions on a graph (that is, between the breakeven point (point of different points of intersection) in intersection) of the graphs. relation to the problem or context for which graphs have been drawn. * Rework the answer if the initial conditions change. Interest, bank  Define 'interest' and the 'interest  Perform simple interest calculations  Perform compound interest  Construct a model of a loan or loans and rate'. manually (that is, without the use of a calculations manually (that is, without investment scenario without scaffolded investments  Identify interest rate values quoted calculator) over multiple time periods. * the use of a formula) over multiple time or guiding questions. on bank statements. Read values off graphs showing simple periods.  Investigate and describe the impact and compound investment scenarios.  Complete a table that models a loan of increasing the monthly repayments on  Calculate compound interest scenario and include consideration of a the total cost of the loan/investment.* compounded annually. monthly interest calculation, monthly Investigate and describe the impact of  *Increase or decrease a given repayment, and monthly amount making a lump sum payment into a amount by a certain percentage. outstanding on the loan. loan/investment during the first half of  Draw graphs from given tables of the loan/investment period on the total values to represent loan scenarios. * cost of the loan/investment. Calculate compound growth/decline  Rework the answer if need be. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 10 DBE/2021 Examination Guidelines TOPIC: FINANCE Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts Inflation  Define the term 'inflation'.  Show by calculation how the price of  Calculate compound growth/decline.  Show by calculation how the price of an item might change if affected by an item might change if affected by inflation (that is, increasing a value by a inflation over multiple time periods percentage).  Use knowledge of inflation rates to argue and justify a particular salary  Rework the answer if the initial conditions change.  Identify the name of the employee  Read appropriate tax values from  Use formulae provided on income  Compare income tax tables over listed on a pay slip and the month for given income tax deduction tables. tax bracket tables to calculate an different financial periods and explain which the pay slip has been issued.*  Identify the income tax bracket into individual's annual and monthly income how an individual's tax may have Identify the employee's monthly salary. which an individual falls based on a tax. changed from one period to another.  State how the employees 'taxable given monthly and/or annual income.  Investigate through calculation how  Investigate the effect that an increase Taxation income' has been determined by referring the tax rebate value is determined. in salary has on increased tax payments. to the salary and deduction values shown  Calculate compound growth/decline.  Analyse graphs showing changes in on the payslip. income tax over different time periods  Define the terms 'gross pay', 'net and explain differences pay', 'deductions', and 'taxable income' shown on a payslip. Exchange rates  Identify the exchange rate between  Use a given exchange rate to  Perform currency conversion  Explain how the Big Mac Index' two currencies from a given table or rate determine the value of one currency for a calculations, taking into account currency provides a tool for determining the worth board. specific quantity of another currency. exchange fees charged by banks and of one currency in relation to another other financial institutions. currency;  Explain why it is not necessarily accurate when a South African tourist in America exclaims that a can of cool drink that costs $2,00 (R14,00) is much cheaper in South Africa. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 11 DBE/2021 Examination Guidelines TOPIC: MEASUREMENT Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts  Convert between mm, cm, m  Convert from °C to °F (and vice  Convert between different systems  Compare solutions to a problem and km. versa) using given formulae. using given conversion tables, where it is expressed in different units and make a  Convert between g and kg.  Convert between different systems necessary to first identify and then use an decision about what unit is the most Conversions  Convert between ml and litres. using given conversion factors (e.g. appropriate conversion factor from the appropriate or useful for the particular convert from m3to litres using the fact table. context in which the problem is posed. 3 that 1 m = 1 000 litres).  Measure accurately using appropriate  * Perform calculations involving  Use measured values in conjunction  * Make decisions about the need for measuring instruments (e.g. ruler; tape measured values (e.g. working out how with other content or skills to complete a accuracy when performing a measure; kitchen scale; jug). much longer one piece of wood is than larger project (e.g. measure the measurement in a particular context.* Measure another piece). dimensions of a bedroom to determine Interpret a measured value and make a length, weight, the running metres of carpet needed for decision based on the value volume and the floor). (e.g. measure the temperature of a child temperature  Make adjustments to calculated and decide if the child should be taken to values to accommodate measurement hospital). errors and inaccuracies due to rounding.  Define terms (e.g. 'area', 'perimeter',  Calculate perimeter, area and volume  Perform preliminary calculations to  * Use perimeter, area and/or volume 'volume', 'radius'). by substituting given values into given determine dimensions required in calculations to complete a project, where  Identify from a list of given formulae formulae. perimeter/area/volume calculations and it is not stated specifically what type of which formulae relate to perimeter  Describe relationships between input then calculate perimeter/area/volume calculation is required, (e.g. when asked calculations, which relate to area and output values in a table of data (e.g. when asked to determine the volume to determine the amount of paint needed calculations, etc. concerning space, shape and of concrete needed for the foundations of to paint a building, first interpret plans to Perimeter, area  Determine the radius of a circle from measurement. a house, interpret top view plans of the determine dimensions of the walls, then and volume a given diameter. foundation trench of a house, use the calculate the surface area of the walls, 2 plans to determine the dimensions of the then use the paint conversion ratio on the  Know that area is expressed in units 2 3 trench, and then calculate the volume of back of the paint tin to determine the (e.g. cm ) and volume in units the trench). required number of litres of paint 3 (e.g. cm ). required).  Know and use formulae for perimeter, area and volume.  Read time values on a clock or  Record time values and perform  Interpret time values on a bus time  * Perform time calculations in watch. calculations with time. table to determine departure, arrival and conjunction with maps and other travel  Converting between seconds, travelling times. resources in order to plan a trip minutes and hours (e.g. determine approximate travelling Time times, appropriate stopping points for refuelling, the time to start a journey in order to arrive at a destination at a particular time). Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 12 DBE/2021 Examination Guidelines TOPIC: MAPS, PLANS AND OTHER REPRESENTATIONS OF THE PHYSICAL WORLD Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts  Explain the meaning of a given  Use a given scale to determine  Use a given scale in conjunction  Critique the scale in which an object scale, (e.g. explain what the scale 1 :100 actual measurements when given with measurement on a plan/map to has been drawn and offer an opinion as means in terms of the measurements on a measured values, or measured values determine length/dimensions. to a more appropriate scale. plan and actual dimensions). from given actual values.  Determine the scale of a map or  Decide on an appropriate scale to plan. which to draw a picture or build a model, Scale  Use a given scale in conjunction and then complete the project. 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). Maps  Identify the labels/names of national  Identify the position of two locations  Use a map in conjunction with a  Critique a proposed travel route in roads (e.g. N3) that must be travelled on on a map and use given distance values distance chart to determine the shortest relation to distance, estimated travelling to travel between two locations. on the map to determine the travelling route to travel between two locations. times, etc. and suggest and justify  Identify the names of the towns on distance between the two locations.  Identify a possible route between possible alternative routes. the route between two locations.  Interpret a given set of directions two locations on a map, measure the  Use maps in conjunction with other  Identify the scale of a map. and describe what location the directions distance between the locations, and use a travel resources (e.g. exchange rate lead to. given scale to estimate the distance information; distance chart; bus  Provide a set of directions to travel between the two locations. timetable) and financial information (e.g. between two locations in a town using  Estimate travelling times between fare tables; petrol price) to plan and cost street names. two or more locations based on a trip). estimated travelling speed and known or  Make decisions regarding calculated distances. appropriate stopping points during a journey based on considerations of fatigue, petrol consumption travelling time, etc. Plans  Identify the scale of a plan  Use a given key to identify the  Measure dimensions on a plan and  Describe an item represented in a  Define terms (e.g. floor plan; number of windows/doors/rooms shown use a given scale to determine actual plan. elevation plan; layout plan; etc.). on a plan for a building. dimensions.  Critique the design of a structure  Read off the value(s) of given  Identify on which plan a particular  Use plans in conjunction with other shown on a plan. dimensions on the plan (e.g. the length structure is shown (e.g. the door is content, skills or applications to  Decide on an appropriate scale in of the wall is 4 m). shown on the North elevation plan). complete a project (e.g. interpret plans to which to draw a plan and then draw the determine the dimensions of a room in plan. order to establish the amount of carpet  Make connections between plans needed for the floor of the room). 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). Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 13 DBE/2021 Examination Guidelines TOPIC: MAPS, PLANS AND OTHER REPRESENTATIONS OF THE PHYSICAL WORLD Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts Models  Measure the dimensions of a  Build a model using a given table of  Use a given scale to determine the  Decide on an appropriate scale in structure for which a model or 2D dimensions or a given net/cut-out. dimensions in which to build a model or which to build a model or make a drawing will be constructed. make a 2D drawing, and complete the 2D drawing, use the scale to determine project. dimensions, and complete theproject.*  Build a model and use the model in Construct and compare two models in conjunction with other content, skills or terms of storage space and materials applications to solve a problem (e.g. used and make a decision about which build a model of a container and use the model will the better choice for model to investigate different types of packaging an item. packaging arrangements; or build a  Analyse a model and critique the model of a container and determine the layout of the structure shown in the surface area and volume of the model to model. investigate the amount of storage space available in the container). TOPIC: DATA HANDLING Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts Developing  Read information directly from a  Conduct a given  Decide on appropriate questions to  Critique the questions/layout of a questions and given questionnaire/survey (e.g. the questionnaire/survey with a group of include on a questionnaire/survey, questionnaire/survey. collecting data name of the organisation for which the people. construct and then conduct the questionnaire is being conducted). questionnaire/survey.  Complete a given questionnaire. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 14 DBE/2021 Examination Guidelines TOPIC: DATA HANDLING Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts Classifying and  Sort data from smallest to biggest.*  Sort data according to two categories  When given a raw set of data, sort  Make a deduction about whether organising data Count the number of values in a data (e.g. sort a set of data separately for the data, decide on appropriate intervals collected information is biased or valid set. females and males). (if necessary), and construct a based on the structure of instrument  State the difference between  Complete a given frequency table.* frequency table to organise the data. If used to collect the data and the way in categorical data and numerical data; Calculate percentage values to represent necessary, use the frequency table to which the data was collected. discrete and continuous data. * Read the relative sizes of different categories of draw an appropriate graph to represent  Explain with justification whether information from frequency tables. data. the data. data is discrete or continuous.  Analyse data organised in tables and make deductions about trends in the data. Measuring data/  Identify the maximum and  Calculate mean and range.  Calculate the mean, median and  Analyse measures of central Summarising minimum values in a set of data.  Calculate the median for even data. * modal average for a set of data and tendency and spread and make data  Identify the mode for arranged data. Calculate the median if the data is not decide with reasons which average deductions about trends in the data.  Identify the median for odd data arranged. provides the most accurate  Interpret tables and charts showing that has already been arranged.  Calculate the quartile values for representation of the data. percentile/quartile values and explain arranged data.  Use data presented on a graph to what those values represent in relation  Calculate the inter-quartile range determine the mean, median, mode and to the scenario represented in the when quartile values are given. range of a data set. table/chart.  Calculate the quartile values for  Compare measures of central data that is not arranged. tendency/spread calculated for two or  Calculate the inter-quartile range more sets of data and use these when the quartile values are not given. measures to explain differences between the data sets. Representing  Read values directly from the  Draw a specified graph from a given  Organise data using an appropriate  Analyse graphs and make data values provided on graphs. table of data. table, decide on the most appropriate deductions about trends in the data and  Estimate values from given graphs. format for representing the data (that is, predictions for the future. actual values or percentages), and  Identify and describe the use and decide on the most appropriate graph misuse of statistics and make justified needed to represent the data. recommendations. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 15 DBE/2021 Examination Guidelines TOPIC: PROBABILITY Section Level 1: Knowing Level 2: Applying routine procedures Level 3: Applying multi-step Level 4: Reasoning and reflecting in familiar contexts procedures in a variety of contexts Expressions of  Identify the percentage chance of  Express the probability of an event  Conduct an experiment to compare  Analyse a table of rainfall data for a probability/ rain for a particular town from a using fraction, percentage and decimal the experimental probability of an event town and make predictions about the Prediction/Evaluate weather report in a newspaper. notation. to its theoretical probability. chance of rain in that town during a expressions of  State the meaning of terms  Identify all of the possible  Identify appropriate values from a particular month during the year. probability associated with probability (e.g. event; outcomes of a particular event (e.g. given table of data values (e.g. on motor  Explain whether the statement 'if I outcome). rolling a dice; gambling game). vehicle fatalities in South Africa) and take the same lottery numbers every  Explain whether or not a particular express the probability of certain events week then my chances of winning rainfall prediction indicates that it is shown in the table. increase' makes sense. more or less likely to rain.  Develop a game involving  Critique the use of references to probability and play the game with probability values in newspaper articles. another learner in the class.  Analyse a table showing risk  Design simple contingency tables assessment profiles of people in and use them to calculate probabilities. different age groups and explain why * Draw tree diagrams and use them to particular age groups are classified as calculate probabilities higher risks than others.  Analyse a game involving probability and make a deduction about the fairness of the game. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 16 DBE/2021 Examination Guidelines 3.2 Some familiar topics for QUESTIONS 1, 2 and 3 SOME FAMILIAR TOPICS TOPIC SECTION CONTEXT Household bills; shopping documents; banking documents; household budgets Documents relating to workplace and small business finance Financial documents Documents relating to national/global and more complex and tariff systems financial topics Municipal tariffs, telephone tariffs; transport tariffs – two or more comparisons Small business – baking bread, tuck shop, street vendor, flea- Income, expenditure, market stall, cell-phone container; garden services; painting; profit/loss, income- and washing cars, catering; crèche; expenditure statements Personal income and expenditure and budgets Business and/or workplace income and expenditure Income and expenditure for larger organisations Small business – baking bread, tuck shop, street vendor, flea- FINANCE Cost price and selling market stall, cell-phone container; garden services; painting; price car wash, catering; crèche; Small home industry Small business Break-even analysis Subsistence farming Tariff systems – electricity, telephone, rental options, etc. Hire purchase agreements and loans Investments – fixed deposit accounts only Interest bank loans and Bank accounts with a changing balance investments Other investments – retirement annuities, funeral plans, etc. All banking topics – credit cards, loans, etc. Influence of inflation on personal/household, business and Inflation global financial activities Taxation VAT, UIF, Personal Income Tax Exchange rates Planning trips/holidays in other countries Copyright reserved

Downloaded from hlayiso.com Mathematical Literacy 17 DBE/2021 Examination Guidelines Household, school and wider community projects – baking, Conversions cooking, catering, building, etc. Measure length, Household, school and wider community projects – baking, weight, volume and cooking, catering, building, etc. temperature Perimeter, area Household, school and wider community projects – baking, and volume cooking, catering, building, etc. Household, school and wider community projects – baking, Time cooking, catering, building, etc. MEASUREMENT Maps showing: • Seating plan and/or layout of a classroom • Layout of buildings and or sports fields at a school • Layout of stores in shopping centres • Seating plans in cinemas and sport stadiums, Maps and Scales examinations, weddings, matric dances, etc. • Street maps with and without a grid reference • National and provincial road and rail maps • Strip charts showing distance on a portion of road • Elevation maps – e.g. comrades marathon route • Residential or housing estate Instruction and assembly diagrams containing words and/or Plans pictures Also all the contexts covered in Maps and Scales Packaging containers – fruit juice containers, chocolate boxes, Models etc. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy 18 DBE/2021 Examination Guidelines Classifying and Test and exam results organising data School sports results DATA HANDLING Summarising data National and Provincial: • Health statistics • Education statistics • Accidents Representing data • Population • Historical inflation and/or exchange rate data • Growth charts for babies and children Games with coins and dice PROBABILITY Weather prediction Expressions of Pregnancy test/drug test probability/Prediction/ National lottery gambling scenarios – Power-Ball, slot Evaluate expressions of machines, etc. probability Risk assessments – insurances Newspaper articles 4. CONCLUSION This examination guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which educators should teach to. Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised. Copyright reserved