SECTION 4: ASSESSMENT

4.1. Introduction

Assessment is a continuous planned process of identifying, gathering and interpreting information regarding 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 learner's development in order to improve the process of learning and teaching. Assessment
should be both informal and formal. In both cases regular feedback should be provided to learners to enhance
their learning experience. This will assist the learner to achieve the minimum performance level of 40% to 49%
required in Mathematics for promotion purposes.

4.2. Types of assessment

The following types of assessment are very useful in mathematics; as a result teachers are encouraged to use them
to serve the purpose associated with each.

Baseline assessment: mathematics teachers who might want to establish whether their learners meet the basic
skills and knowledge levels required to learn a specific Mathematics topic will use baseline assessment. Knowing
learners' level of proficiency in a particular Mathematics topic enables the teacher to plan her/his Mathematics lesson
appropriately and to pitch it at the appropriate level. Baseline assessment, as the name suggests, should therefore
be administered prior to teaching a particular Mathematics topic. The results of the baseline assessment should not
be used for promotion purposes.

Diagnostic assessment: It is not intended for promotion purposes but to inform the teacher about the learners’
Mathematics problem areas that have the potential to hinder performance. Two broad areas form the basis of
diagnostic assessment: content-related challenges where learners find certain difficulties to comprehend, and
psycho- social factors such as negative attitudes, Mathematics anxiety, poor study habits, poor problem-solving
behaviour, etc. Appropriate interventions should be implemented to assist learners in overcoming these challenges
early in their
school careers.

Formative assessment: Formative assessment is used to aid the teaching and learning processes, hence
assessment for learning. It is the most commonly used type of assessment because it can be used in different forms
at any time during a Mathematics lesson, e.g. short class works during or at the end of each lesson, verbal
questioning during the lesson. It is mainly informal and should not be used for promotion purposes. The
fundamental distinguishing characteristic of formative assessment is constant feedback to learners, particularly with
regard to learners' learning processes. The information provided by formative assessment can also be used by
teachers to inform their methods of teaching.
Summative assessment: Contrary to the character of formative assessment, summative assessment is carried out
after the completion of a Mathematics topic or a cluster of related topics. It is therefore referred to as assessment of
learning since it is mainly focusing on the product of learning. The results of summative assessment are recorded
and used for promotion purposes. The forms of assessment presented in Table 4.1 are examples of summative
assessment.

4.3. Informal or daily assessment

Assessment for learning has the purpose of continuously collecting information on learner performance that can be
used to improve their learning.

Informal assessment is a daily monitoring of learners' progress. This is done through observations, discussions, prac-
tical 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 learners and to inform planning for teaching, but need
not be recorded. It should not be seen as separate from the learning activities taking place in the classroom.

Self-assessment and peer assessment actively allow learners to assess themselves. 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 purposes.

4. 4. Formal a ss e ss m ent

Formal assessment comprises School-Based Assessment (SBA) and End of the Year Examination. Formal
assessment tasks are marked and formally recorded by the teacher for promotion purposes. All Formal Assessment
tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are
maintained. The SBA component may take various forms. However, tests, examinations, projects, assignments
and investigations are recommended for Mathematics. The Intermediate Phase Mathematics minimum formal
programme of assessment tasks are outlined in Table 4.1
 Table 4.1: Requirements for Formal Assessment: Intermediate Phase Mathematics
TERM 1 TERM 2 TERM 3 TERM 4
Form of Assignment Test Investigation Examination Project Test Examination
assessment
Marking Memo Memo Memorandum Memo Rubric Memo Memo
guideline and/or Rubric
Number of 1 1 1 1 1 1 1
papers
Min Total 25 25 25 50 25 25 50
marks: Gr 4
Gr 5 25 25 25 60 25 25 60
Gr 6 25 25 25 75 25 25 75
SBA Weighting 15% 10% 20% 20% 10%
(75%)
End of year 12,5% 12,5%
exam (25%)
Term weight 100% 100% 3 100%
(for reporting
purpose)
Duration 1hr 1 ½ hours 1 hr 1 ½ hours
Content areas CA 1, 2, 3, 4, CA 1, 2, 3, 4,
covered 5 5
Content Gr 4: CAPS, p. 34
/concepts Gr 5: CAPS, P 122
coverage Gr 6: CAPS p. 212
Skills and Gr 4: CAPS, Gr 4: CAPS, Gr 4: CAPS, Gr 4: CAPS. Gr 4; CAPS,
knowledge p. 35 – 65 p. 66 – 85 p. 35 – 85 p. 35 – 103 p. 86 - 119
Gr 5; CAPS , Gr 5; CAPS , Gr 5; CAPS, Gr 5; CAPS , Gr 5; CAPS ,
p 123 – 153 p 154 – 173 p 123 – 173 p 123 – 193 p 123 – 194
Gr 6; CAPS , Gr 6; CAPS , Gr 6; CAPS , Gr 6; CAPS , Gr 6; CAPS ,
p 213 – 238 p 239 - 256 p 213 - 256 p 213 - 275 p 257 - 289

 There is reduction of assessment tasks from nine to seven.

 Calculation of Term weight for reporting of 100% - Add marks of two tasks and calculate the percentage.
 June and November exam weight add up to 25% and the Assignment , Investigation, Project and two tests
weight add up to 75% SBA
 One paper are prescribed in the June and November examinations for the Intermediate Phase
 The weight of tests are 10% as this form of assessment are done under controlled conditions

Tests and examinations are individualised assessment tasks and should be carefully designed to ensure that
learners demonstrate their full potential in Mathematics content. The questions should be carefully spread to cater
for different cognitive levels of learners. Tests and examinations are predominantly assessed using a memorandum.

The assignment, as is the case with tests and examinations, is mainly an individualised task. It can be a collection
of past questions, but should focus on more demanding work as any resource material can be used, which is not the
case in a task that is done in class under supervision.
Projects are used to assess a range of skills and competencies. Through projects, learners are able to demonstrate
their understanding of different Mathematics concepts and apply them in real-life situations. Caution should, how-
ever, be exercised not to give projects that are above learners' cognitive levels. The assessment criteria should be
clearly indicated on the project specification and should focus on the Mathematics involved and not on duplicated
pictures and facts copied from reference material. Good projects contain the collection and display of real data,
followed by deductions that can be substantiated.

Investigation promotes critical and creative thinking. It can be used to discover rules or concepts and may involve
inductive reasoning, identifying or testing patterns or relationships, drawing conclusions, and establishing general
trends. To avoid having to assess work which is copied without understanding, it is recommended that whilst initial
investigation could be done at home, the final write-up should be done in class, under supervision, without access to
any notes. Investigations are assessed with rubrics, which can be specific to the task, or generic, listing the number
of marks awarded for each skill. These skills include:

• organizing and recording ideas and discoveries using, for example, diagrams and tables.
• communicating ideas with appropriate explanations
• calculations showing clear understanding of mathematical concepts and procedures.
• generalizing and drawing conclusions,
The forms of assessment used should be appropriate to the age and cognitive level of learners. The design of these
tasks should cover the content of the subject and designed to achieve the broad aims of the subject. Appropriate
instruments, such as rubrics and memoranda, should be used for marking. Formal assessments should cater for a
range of cognitive levels and abilities of learners as shown in Table 4.2:
 Table 4.2: Cognitive levels

Description and Examples of Cognitive levels

Cognitive levels Description of skills to be demonstrated Example
Knowledge  Estimation and appropriate rounding of Grade 4
(≈25%) numbers 1. Write down the next three numbers in the
 Straight recall sequence: 103; 105; 107; ….
2. Replace the ∆ with the correct values to
 Identification and direct use of correct make the number sentence true.
formula 43 + ∆ = 43
 Use of mathematical facts
 Appropriate use of mathematical Grade 5
vocabulary 1. Determine the factors of 64.
2. How many lines of symmetry does the
rectangle have?

Grade 6
1. Write down the prime numbers that are
factors of 36
2. What is the value of the underlined digit in
29 072?
Routine  Perform well-known procedures Grade 4
procedures  Simple applications and calculations 1. Determine the value for ∆ 𝑖𝑓 ∆ + 4 = 10
(≈45%) which might involve many steps 2. Solve the number sentence. Show how
you got the answer.
 Derivation from given information may be 28 + 8 x 9 = ∆ + 5
involved
 Identification and use (after changing the Grade 5
subject) of correct formula 1. Use three different techniques of
 Generally similar to those encountered in calculating 488 16
class
2. Jane was counting by fours. She said: 8,
12, 16, 20. What number should she say
next?

Grade 6
1 3 1
1. Calculate 1 + −
5 10 2
2. Balls are arranged in groups as indicated
in the table below. Complete the table by
filling in the missing number in the shaded
block.

Group 1 2 3 9
Number 3 5 7 19 51
of balls
Complex  Problems involving complex calculations Grade 4
procedures and/or higher order reasoning 1. Peggy is 4 years old and Jock is 8 years
(≈20%)  Investigate elementary axioms to old. Determine the ratio between their ages.
Write the ratio in simplest fractional form.
generalize them into proofs for straight 2.How many quarter- hour turns of the hand
line geometry, congruence and similarity are there between 1:00pm and 3:00 pm?
 No obvious route to the solution
 Problems not necessarily based on real
world contexts
 Making significant connections between
 different representations
 Require conceptual understanding

Grade 5
1. Investigate the properties of the rectangles
and squares to identify similarities and
differences.
2.Josh is rounding off numbers to the nearest
100.
2.1 Write a number for Josh that is less than
200 and rounds to 200.
2.2 Write a number other than 500 that is
more than 200 and rounds to 500.
Grade 6
1. There were 20 sweets in the packet.
2
William and his friend ate of the sweets.
5
How many sweets are left?
2. What is the amount of profit made when a
car is bought for R120 000 and sold at profit
of 30%.

Problem solving  Unseen, non-routine problems Grade 4

(≈10%)  Higher order understanding and 1. The sum of three consecutive whole
processes are often involved numbers is 27. Find the numbers.
2. Chickens and sheep are kept in a pen. The
 Might require the ability to break the total number of animals is 10. The total
problem down into its constituent parts number of legs is 34. How many are chickens
 Problems based on real world contexts and how many are sheep?

Grade 5
1. Heidi divided a certain number by 16. She
found an answer 246 with a remainder of 4.
What is the number?
2. At Malelane station, a train arrives every
50 minutes. The first train stops at 7:00. How
many trains have stopped at the station just
before 11:00?

Grade 6
1. Busi has a bag containing 6 coloured balls:
1 blue ball ; 2 red balls and 3 yellow balls.
She puts her hand in the bag and draws a
ball. What is the chance that she will draw a
red ball? Write the answer in simplest
fractional form.
2. Leon interviewed 50 Grade 6 learners
about their kind of TV show, 41 said they like
comedy, 35 said they enjoy action films and
30 said they like both. How many of the
learners like neither?

Table 4.3 Examination Guidelines

Grade 4 (1)
JUNE EXAMINATION Marks
TOPICS %
CONCEPTS 50
1.1 Whole numbers Counting , ordering, comparing, representing and place
(Properties) value 50% 25
(Up to 4 digit number)
Addition and subtraction up to 4 digit numbers
Multiplication Up to 2 digits by 2 digits
Division up to 3 by 1
1.2 Common Solve problems
Fractions Describe and order fractions
Calculations with fractions
Equivalent form

2. Patterns, Concepts, skills and number range

Functions and 10% 5
Algebraic Investigate and extend patterns
• Investigate and extend numeric patterns looking for
relationships or rules of patterns:
2.1 Numeric
Patterns - sequences involving a constant difference or
ratio
- of learner’s own creation
• Describe observed relationships or rules in learner’s
own
words
Input and output values
Determine input values, output values and rules for
patterns and relationships using flow diagrams
Equivalent forms
Determine equivalence of different descriptions of the
same relationship or rule presented:
• in a flow diagram

• by a number sentence
2.2 Geometric Investigate and extend patterns
patterns
• Investigate and extend geometric patterns looking
for relationships or rules of patterns
- represented in physical or diagram form
- sequences involving a constant difference
- of learner’s own creation
• Describe observed relationships or rules in learner’s
own
words
Input and output values
• Determine input values, output values and rules for
the patterns and relationships using flow diagrams
Equivalent forms
• Determine equivalence of different descriptions of
the same relationship or rule presented
 • in a flow diagram

• by a number sentence

2.3 Number Write number sentences to describe problem situations

Sentences Solve and complete number sentences by:
Introduction of - Inspection
- Trial and improvement
- Substitution
3 Shapes learners need to know and name
Space & 15% 8
• Regular and irregular polygons:
Shape
- triangles
3.1 Properties of - squares, rectangles
2-d shapes - other quadrilaterals
- pentagons
- hexagons
• Circles
The characteristics which learners use to
distinguish, describe, sort and compare shapes
• straight and/curved sides
• number of sides
Objects learners need to know and name
3.2 Properties of • rectangular prisms
3-d objects
• spheres
• cylinders
• cones
• square-based pyramids
characteristics which learners use to distinguish,
describe, sort and compare objects
• shapes of faces
• flat and curved surfaces
Further activities to focus learners on characteristics
of objects
3.3 Symmetry Recognize, draw and describe line of symmetry in 2-
D shapes

4 Practical measuring of 2-d shapes and 3-d objects

by 15% 7
Measurement
• estimating
4.1 Length
• measuring
• recording
• comparing and ordering
Measuring instruments
 rulers, metre sticks, tape measures, trundle wheels
Units
millimetres (mm), centimetres (cm), metres (m),
kilometres (km)
Calculations and problem-solving related to length
Solve problems in contexts related to length
Conversions include converting between
• millimetres (mm), and centimetres (cm)
• centimetres (cm) and metres (m)
• metres (m) and kilometres (km)
Conversions are limited to whole numbers and
fractions
Reading time and time instruments
4.4 Time
Read, tell and write time in 12-hour and
24-hour formats on both analogue and
digital instruments in:
• hours
• minutes
• seconds
Instruments include clocks and watches
Reading calendars
Calculations and problem solving with time include
• Calculation of the number of days between any
two dates within the same or consecutive years
• Calculation of time intervals where time is given in
minutes or hours only
History of time
Knows how time was measured and
represented in ancient times
Collect data using tally marks and tables for
5 10% 5
recording
Data Handling

5.1 Collecting
and organising
data
Draw a variety of graphs to display and interpret data
5.2 including:
Representing • pictographs (one-to-one representation)
data
• bar graphs
Critically read and interpret data represented in
5.3 Analysing, • words
interpreting and
reporting data • pictographs
• bar graphs
 • pie charts
Analyse data by answering questions related to data
categories
Summarise data verbally and in short written
paragraphs
100% 50

Grade 4 (2)
NOVEMBER EXAMINATION Marks
TOPICS %
CONCEPTS 50
1.1 Whole numbers Counting , ordering, comparing, representing and
(Properties) place value (Up to 4 digit number) 50% 25
Addition and subtraction up to 4 digit numbers
Addition and subtraction up to 4 digit numbers
Multiplication Up to 2 digits by 2 digits
Division up to 3 by 1
1.2 Common Solve problems
Fractions Describe and order fractions
Calculations with fractions
Equivalent forms
2 . Patterns, Functions Concepts, skills and number range
and Algebraic Investigate and extend patterns 10% 5
Input and output values
2.1 Numeric Patterns Equivalent forms
2.2 Geometric Investigate and extend patterns
patterns Input and output values
Equivalent forms
2.3 Number Write number sentences to describe problem situations
Sentences Solve and complete number sentences by:
- Inspection
- Trial and improvement
- Check the solution by substitution
3. Space & Shapes learners need to know and name
Shape 15% 8
• Regular and irregular polygons:
3.1 Properties of
- triangles
2-D shapes
- squares, rectangles
- other quadrilaterals
- pentagons
- hexagons
• Circles
The characteristics which learners use to
distinguish, describe, sort and compare shapes
• straight and/curved sides
• number of sides
3.2 Properties of Objects learners need to know and name
3-D objects
• rectangular prisms
• spheres
 • cylinders
• cones
• square-based pyramids
Characteristics which learners use to distinguish,
describe, sort and compare objects
• shapes of faces
• flat and curved surfaces
Further activities to focus learners on
characteristics of objects
3.4 Build composite shapes
Transformations
Put 2-D shapes together to create different
composite 2-D shapes including some shapes
with line symmetry.
Tessellations
Pack out 2-D shapes to create tessellating
patterns including some patterns with line
symmetry.
Describe patterns
Refer to lines, 2-D shapes, 3-D objects and lines of
symmetry when describing patterns
• in nature
• from modern everyday life
• our cultural heritage
3.5 Viewing Position and views
objects
Match different views of everyday objects
Identify everyday objects from different views
3.6 Position and location and directions
movement
Locate position of objects, drawings or symbols on
grid using alpha-numeric grid references
Locate positions of objects on a map using alpha-
numeric grid references
4. Measurement Practical measuring of 3-D objects by 15% 7
4.2 Mass
measuring instruments
units
4.3 Capacity and Practical measuring of 3-D objects by
Volume Measuring instruments
units
Calculations and problem-solving related to
capacity/volume include:
4.6 Perimeter, area Perimeter
and volume
Measurement of area
Measurement of volume

Collect data using tally marks and tables for 10% 5

5. Data Handling
5.1 Collecting and recording
organising data
Draw a variety of graphs to display and interpret
 5.2 data including:
Representing data
• pictographs (one-to-one
representation)

• bar graphs
Critically read and interpret data represented
5.3 Analysing, in
interpreting and • words
reporting data
• pictographs
• bar graphs
• pie charts
Analyse data by answering questions related to
data categories
Summarise data verbally and in short written
paragraphs
5.4 Probability Perform simple repeated events and list possible
outcomes
TOTAL 100 50

Grade 5 (1)
JUNE EXAMINATION Marks
TOPICS %
CONCEPTS 60
1.1 Whole Counting , ordering, comparing, representing and place 50% 30
numbers value
(Properties) ( Up to 6 digit number)
Addition and subtraction up to 5 digit numbers
Multiplication Up to 3 digits by 2 digits
Division up to 4 by 2
1.2 Common Solve problems
Fractions Describe and order fractions
Calculations with fractions
Equivalent form
2. Patterns, Concepts, skills and number range for term 1 10% 6
Functions & Investigate and extend patterns
Algebraic Input and output values
2.1 Numeric Equivalent forms
Patterns
Investigate and extend patterns
2.2 Geometric Input and output values
patterns Equivalent forms
2.3 Number Write number sentences to describe problem situations
Sentences Solve and complete number sentences
Check the solution by Substitution
3 Space & Shape Shapes learners need to know and name 15% 9
3.1 Properties of The characteristics which learners use to distinguish,
2-d shapes describe, sort and compare shapes
Further activities to focus on the characteristics of
shapes
3.2 Learners need to know and name properties of 3-D
Properties of objects
 3-d objects Characteristics which learners use to distinguish,
describe, sort and compare objects
3.3 Symmetry Recognize, draw and describe line of symmetry in 2-
D
shapes

4 Practical measuring of 2-d shapes and 3-d objects by 15% 9

Measuring instruments
Measurement
Units
4.1length

4.3 Capacity Practical measuring of 3-d objects by

and Volume Measuring instruments
Units
Calculations and problem-solving related to
capacity/volume
Reading time and time instruments
4.4 Time Reading calendars
Calculations and problem solving with time
History of time
5 Data Collect data using tally marks and tables for 10% 6
Handling recording
5.1 Order Data
Collecting and
organising data
5.2 Draw a variety of graphs to display and interpret data
Representing
data
5.3 Analysing, Critically read and interpret data represented
interpreting and
reporting data Analyse data by answering questions related to data
categories
Summarise data verbally and in short written
paragraphs
Examine ungrouped numerical data

100% 60

Grade 5 (2)
NOVEMBER EXAMINATION Marks
TOPICS %
CONCEPTS 60
1.1 Whole numbers Counting , ordering, comparing, representing 50% 30
(Properties) and place value (Up to 6 digit number)
Addition and subtraction up to 5 digit numbers
Multiplication Up to 3 digits by 2 digits
Division up to 3 by 2
1.2 Common Fractions Solve problems
Describe and order fractions
Calculations with fractions
Equivalent form

2 Patterns, Functions & Investigate and extend patterns 10% 6

Algebraic Input and output values
Equivalent forms
2.1 Numeric Patterns
2.2 Geometric patterns Investigate and extend patterns
Input and output values
Equivalent forms
2.3 Number Sentences Write number sentences to describe problem
situations
Solve and complete number sentences
Check the solution by substitution
3 Shapes learners need to know and name 15% 9
Space & Shape
• Regular and irregular polygons:
3.1 Properties of
2-d shapes - triangles
- squares, rectangles
- other quadrilaterals
- pentagons
- hexagons
• Circles
The characteristics which learners use to
distinguish, describe, sort and compare
shapes
• straight and/curved sides
• number of sides

3.2 Properties of 3-d Objects learners need to know and name

objects
• rectangular prisms
• spheres
• cylinders
• cones
• square-based pyramids
Characteristics which learners use to
distinguish, describe, sort and compare
objects
• shapes of faces
• flat and curved surfaces
3.4 Build composite shapes

Transformations Put 2-D shapes together to create

different composite 2-D shapes including
some shapes with line symmetry.
3.5 Viewing objects Position and viewing

3.6 Position and Location and directions

movement
Locate position of objects, drawings or
symbols on grid using alpha-numeric grid
references
Locate positions of objects on a map using
alpha-numeric grid references
Tessellations
Pack out 2-D shapes to create tessellating
 patterns including some patterns with line
symmetry.
Describe patterns
Refer to lines, 2-D shapes, 3-D objects and
lines of symmetry when describing patterns
• in nature
• from modern everyday life
• our cultural heritage
4 Measurement Practical measuring of 3-d objects by 15% 9
4.2 Mass measuring instruments units
Calculations and Problem solving
4.3 Capacity and Practical measuring of 3-d objects by
Volume measuring instruments units
Calculations and problem-solving related to
capacity/volume include:
Perimeter
4.6 Perimeter, area and Measurement of area
volume Measurement of volume

5. Data Handling Collect data using tally marks and tables 10% 6
for recording
5.1 Collecting and
organising data Order data
5.2 Representing Draw a variety of graphs to display and
data
interpret data

Critically read and interpret data

5.3 Analysing, represented
interpreting and Analyse data by answering questions related
reporting data
to data categories
Summarise data verbally and in short written
paragraphs
5.4 Probability Perform simple repeated events and list
possible outcomes for events

TOTAL 100 60

Grade 6 (1)
JUNE EXAMINATION Marks
TOPICS CONCEPTS % 70
1.NUMBERS, OPERATIONS Whole numbers (Properties)
AND RELATIONSHIPS Counting , ordering, comparing, representing and place 50% 35
1.1 Whole numbers value
(Up to 9 digit number)
Addition and subtraction up to 5 digit numbers
Multiplication Up to 4 digits by 2 digits
Division up to 4 by 2
1.2 Common Fractions Describe and ordering fractions. Calculate with fractions.
Solving problems.
Percentages
 Equivalent forms.
1.3 Decimal fractions Recognise, ordering and place value of decimal
fractions.
Calculations with decimal fractions.
Solving problems.
Equivalent forms.
2.PATTERNS,FUNCTIONS
AND ALGEBRA 10% 7
2.1 Numeric Patterns Investigate and extend patterns
Input and output values
Equivalent forms
2.2 Geometric patterns Investigate and extend patterns
Input and output values
Equivalent forms
2.3 Number Sentences Write number sentences to describe problem situations
Solve and complete number sentences
Check the solution by Substitution
3.SPACE AND SHAPE Range of shapes.
3.1 Properties of Characteristics of shapes. 15% 10
2-d shapes Further activities.
Angles
3.2 Properties of 3-D Range of 3-D objects
objects Characteristics of 3-D objects.
Further activities.
3.3 Symmetry Recognize, draw and describe line of symmetry in 2-
D shapes
4.MEASUREMENT
4.3 Capacity and Volume 15% 11
Practical measuring of 3-d objects by
Measuring instruments
Units
Calculations and problem-solving related to
capacity/volume
4.4 Time Reading time and time instruments
Reading calenders
Calculations and problem solving with time
History of time
5.DATA HANDLING
5.1 Collecting and organising 10% 7
Collect data using tally marks and tables for
data recording
Order Data
5.2 Representing data Draw a variety of graphs to display and interpret data

5.3 Analysing, interpreting Critically read and interpret data represented

and reporting data
Analyse data by answering questions related to data
categories
Summarise data verbally and in short written
paragraphs
Examine ungrouped numerical data
100% 70
TOTAL
 Grade 6 (2)
NOVEMBER EXAMINATION Marks
TOPICS %
CONCEPTS 70
1 NUMBERS, OPERATIONS Counting , ordering, comparing, representing and place
AND RELATIONSHIPS value (Up to 9 digit number) 50% 35
1.1 Whole numbers Addition and subtraction up to 6 digit numbers
Multiplication Up to 4 digits by 3 digits
Division up to 4 by 3
1.2 Common Fractions Describe and ordering fractions.
Calculate using fractions.
Solving problems.
Equivalent forms
Percentages
Percentages: Calculations
Equivalent forms
2.PATTERNS,FUNCTIONS
AND ALGEBRA 10% 7
2.1 Numeric Patterns Investigate and extend patterns
Input and output values
Equivalent forms
2.3 Number Sentences Write number sentences to describe problem situations
Introduction of Algebraic Solve and complete number sentences
expressions Check the solution by substitution
3.SPACE AND SHAPE
3.2 Properties of 2-D shapes 15% 10
Learners need to know and name shapes
Characteristics of shapes
Further activities to focus on the characteristics of
shapes
Angles
3.2 Properties of 3-D Range of 3-D objects
objects Characteristics of 3-D objects.
Further activities
3.4 Transformation Describe patterns
Enlargement and reductions
3.5 Viewing objects Position and viewing

3.6 Position and Location and direction

movement

4.MEASUREMENT Practical measuring of 2-D shapes and 3-D objects.

Measuring instruments 15% 11
4.1 Length
Units
Calculations and problem solving related to length
4.2 Mass Practical measuring of 3-d objects by
Solving measuring instruments
Units
Calculations and Problem
4.5 Temperature Practical measuring of temperature
Measuring instruments
Units
Calculations and problem-solving related
temperatures.
4.6 Perimeter, area and Perimeter
volume Measurement of area
 Measurement of volume
Investigation
4.7 History History of measurement

5. Data Handling
5.1 Collecting and organising Collect data
data
Using tally marks and tables for recording
Simple questionnaire
5.2 Representing data Draw a variety of graphs to display and interpret data

5.3 Analysing, interpreting and Critically read and interpret data represented
reporting data
Analyse data by answering questions related to data
categories
Summarise data verbally and in short written
paragraphs
Examine ungrouped numerical data
5.4 Probability Perform simple repeated events and list possible
outcomes for events
Count and compare the frequency of actual outcomes
for a series of trials.

TOTAL 100% 70

4.5. Recording and Reporting

Recording is a process in which the teacher documents the level of a learner's performance in a specific
assessment task. It indicates the learner's progress towards the achievement of the knowledge as
prescribed in the National Curriculum and Assessment Policy Statements. Records of learner
performance should provide evidence of the learner's conceptual progression within a grade and
her/his readiness 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. Primary schooling is a critical period for the acquisition of foundational Mathematics skills
and conceptual knowledge. Reporting of learner performance is therefore essential and should not be
limited to the quarterly report card. Other methods of reporting should be explored, e.g. parents'
meetings, school visitation days, parent-teacher conferences, phone calls, letters. These extreme, but
worthwhile modalities will ensure that any underperformance is communicated promptly and
appropriate measures of intervention are implemented collaboratively by teachers and parents.
Formal reporting is done on a 7-point rating scale (see Table 4.3)
 Table 4.3: Scale of achievement for the National Curriculum Statement Grades 7 - 9

Rating Code Description of Competence Percentage

7 Outstanding achievement 80 - 100
6 Meritorious achievement 70 - 79
5 Substantial achievement 60 - 69
4 Adequate achievement 50 - 59
3 Moderate achievement 40 - 49
2 Elementary achievement 30 - 39
1 Not achieved 0 - 29

4.6. M o d e r a t i o n of Assessment

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable.
Moderation should be carried out internally at school and/or externally at district, provincial and national
levels. Given that the promotion of learners in the Intermediate Phase is largely dependent upon the
SBA (which contributes 75%); the moderation process should be intensified to ensure that:
 learners are not disadvantaged by the invalid and reliable assessment tasks
 quality assessment is given and high but achievable standards are maintained

4.7. General

This document should be read in conjunction with:

4.7.1. National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
4.7.2. National Protocol for Assessment Grades R-12.