Jackie Scheiber
RADMASTE Centre
Wits University

LEARNING OUTCOMES
LO1 LO3
LO2
Numbers Space, LO4
Functional
and Shape and Data
Relation-
Operations Measure- Handling
ships
in Context ment
% of each
paper
allocated to
25% ± 5% 25% ± 5% 25% ± 5% 25% ± 5%
each LO
RADMASTE Centre, University of the Witwatersrand 2

 Make sure you are teaching the CORE
Assessment Standards – page 7 to page 15
in the Exam Guidelines
◦ No trig
◦ No linear programming
◦ No algebra
◦ Must teach tree diagrams and 2-way contingency
tables
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 TABLES
◦ Tables that show Functional Relationships - LO2.
◦ All other tables - LO4.
 CONVERSIONS
◦ Money conversions fall under LO1
◦ Conversions of measurements fall under LO3
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Witwatersrand 4

 Each question should be set on a
different context.
 Each context should contain questions
from at least two different LO’s
 Contexts should not interfere with the
mathematics or detract from the
mathematics
 As far as possible, contexts should be
relevant to the learners
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Witwatersrand 5

 Where necessary, diagrams and
explanations of terms should be provided in
order to make each context clear to the
learners
 Language should be simple and sentences
should be short. Where possible, the
present tense should be used when
describing the context.
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Witwatersrand 6

 A basic knowing and routine applications
paper that consists of between 5 and 8
shorter questions
 Each question should be set on a separate
context
 Each context should contain questions from
at least 2 different Learning Outcomes.
 Approximately 25% of marks from each
Learning Outcome RADMASTE Centre, University of the
Witwatersrand 7

 Question 1 – basic calculations and simple
context questions
 Question 2 – simple short context questions
divided into sub-questions.
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Witwatersrand 8

 An applications, reasoning and reflecting
paper
 Consists of between 4 and 6 longer
questions
 Questions require more interpretation
and application than Paper 1.
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Witwatersrand 9

 Approximately 25% of the marks allocated
to each Learning Outcome
 Each question is set on a different context
 Each context should contain questions from
at least two different Learning Outcomes
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Witwatersrand 10

 Assessment should be pitched at
different levels of cognitive demand.
◦ LEVEL 1 Knowing
◦ LEVEL 2 Applying routine procedures in
familiar contexts
◦ LEVEL 3 Applying multi-step procedures in a
variety of contexts
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Witwatersrand 11

 This means that …
◦ At one end of the spectrum there should be
tasks that require the learners to reproduce facts
(knowing).
◦ At the other end of the spectrum there should be
tasks that require the learners to analyse and
explain their conclusions, and use varied and
complex methods and approaches (reasoning and
reflecting)
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Witwatersrand 12

Grade 12
The 4 levels of the ML
Assessment Taxonomy Overall
Paper 1 Paper 2
allocation
60% ± 5%
Level 1: Knowing ~ 90 30% ± 5%
marks
Level 2: Applying routine 40% ± 5% 20% ± 5%
procedures in familiar ~ 60 ~ 30 30% ± 5%
contexts marks marks
Level 3: Applying multi- 40% ± 5%
step procedures in a ~ 60 20% ± 5%
variety of contexts marks
40% ± 5%
Level 4: Reasoning and
~ 60 20% ± 5%
reflecting
marks
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 Make sure you are aware of the suggested
interpretation of the Taxonomy Levels – page
16 to page 20 in the Exam Guidelines
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Witwatersrand 14

1. Get into small groups
2. Look at the resources/context sheets and
decide which context your group is going to
work on
3. Taking all the technical requirements into
account, design ONE question of between
10 and 20 marks using your context
4. Write your question on the flip chart paper
5. Indicate the LO’s covered and the taxonomy
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levels of each sub-question. Witwatersrand 15