Fet mathematics gr 10-12 _ web#1133

Basic Education
Department:
REPUBLIC OF SOUTH AFRICA
basic education
MATHEMATICS
Curriculum and Assessment
Policy Statement
Further Education and Training Phase
Grades 10-12
National Curriculum Statement (NCS)

CAPS
Curriculum and Assessment Policy Statement
GRADES 10-12
MATHEMATICS

MATHEMATICS GRADES 10-12
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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: 978-1-4315-0573-9
Design and Layout by: Ndabase Printing Solution
Printed by: Government Printing Works

CAPS
AGRICULTURAL MANAGEMENT PRACTICES GRADES 10-12
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) to produce this document.
From 2012 the two 2002 curricula, 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 accordingly replaces the subject statements, Learning Programme
Guidelines and subject Assessment Guidelines with the
(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

CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

1CAPS
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 MATHEMATICS...................................................................................8
2.1 What is Mathematics?.....................................................................................................................................8
2.2 Specific Aims....................................................................................................................................................8
2.3 Specific Skills...................................................................................................................................................8
2.4 Focus of Content Areas...................................................................................................................................9
2.5 Weighting of Content Areas............................................................................................................................9
2.6 Mathematics in the FET.................................................................................................................................10
SECTION 3: OVERVIEW OF TOPICS PER TERM AND ANNUAL TEACHING PLANS........................ 11
3.1 Specification of content to show Progression............................................................................................11
3.1.1 Overview of topics..................................................................................................................................12
3.2 Content clarification with teaching guidelines............................................................................................16
3.2.1 Allocation of teaching time.....................................................................................................................16
3.2.2 Sequencing and pacing of topics...........................................................................................................18
3.2.3 Topic allocation per term........................................................................................................................21
Grade 10 Term: 1...................................................................................................................................21
Grade 10 Term: 2...................................................................................................................................24
Grade 10 Term: 3...................................................................................................................................26
Grade 10 Term: 4...................................................................................................................................29
Grade 11 Term: 1...................................................................................................................................30
Grade 11 Term: 2...................................................................................................................................32
Grade 11 Term: 3...................................................................................................................................34

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Grade 11 Term: 4...................................................................................................................................39
Grade 12 Term:1....................................................................................................................................40
Grade 12 Term: 2...................................................................................................................................44
Grade 12 Term: 3...................................................................................................................................48
Grade 12 Term: 4...................................................................................................................................50
SECTION 4: ASSESSMENT IN MATHEMATICS.....................................................................................51
4.1. Introduction....................................................................................................................................................51
4.2. Informal or Daily Assessment.......................................................................................................................51
4.3. Formal Assessment.......................................................................................................................................52
4.4. Programme of Assessment...........................................................................................................................53
4.5. Recording and reporting...............................................................................................................................55
4.6. Moderation of Assessment...........................................................................................................................56
4.7. General............................................................................................................................................................56

3CAPS
sECTION 1
INTRODUCTION TO THE Curriculum and Assessment Policy StatementS for
MATHEMATICS 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;

(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 learner’s 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;

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• 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 Education’s Guidelines for Inclusive Teaching and Learning (2010).

1.4 Time Allocation
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
SUBJECT
GRADE R
(HOURS)
GRADES 1-2
(HOURS)
GRADE 3
(HOURS)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills
• Beginning Knowledge
• Creative Arts
• Physical Education
• Personal and Social Well-being
6
(1)
(2)
(2)
(1)
6
(1)
(2)
(2)
(1)
7
(2)
(2)
(2)
(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 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills
• Creative Arts
• Physical Education
• Personal and Social Well-being
4
(1,5)
(1)
(1,5)
TOTAL 27,5

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1.4.3 Senior Phase
(a) The instructional time in the Senior Phase is as follows:
SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Creative Arts 2
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
First Additional Language 4.5
Mathematics 4.5
Life Orientation 2
A minimum of any three subjects selected from Group B
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.
12 (3x4h)
TOTAL 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

sECTION 2
Introduction
In Chapter 2, the Further Education and Training (FET) Phase Mathematics CAPS provides teachers with a definition
of mathematics, specific aims, specific skills, focus of content areas and the weighting of content areas.
2.1 What is Mathematics?
Mathematics is a language that makes use of symbols and notations for describing numerical, geometric and
graphical relationships. It is a human activity that involves observing, representing and investigating patterns and
qualitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to
develop mental processes that enhance logical and critical thinking, accuracy and problem solving that will contribute
in decision-making.Mathematical problem solving enables us to understand the world (physical, social and economic)
around us, and, most of all, to teach us to think creatively.
2.2 Specific Aims
1. To develop fluency in computation skills without relying on the usage of calculators.
2. Mathematical modeling is an important focal point of the curriculum. Real life problems should be incorporated
intoallsectionswheneverappropriate.Examplesusedshouldberealisticandnotcontrived.Contextualproblems
should include issues relating to health, social, economic, cultural, scientific, political and environmental issues
whenever possible.
3. To provide the opportunity to develop in learners the ability to be methodical, to generalize, make conjectures
and try to justify or prove them.
4. To be able to understand and work with number system.
5. To show Mathematics as a human creation by including the history of Mathematics.
6. To promote accessibility of Mathematical content to all learners. It could be achieved by catering for learners
with different needs.
7. To develop problem-solving and cognitive skills. Teaching should not be limited to “how”but should rather
feature the “when” and “why” of problem types. Learning procedures and proofs without a good understanding
of why they are important will leave learners ill-equipped to use their knowledge in later life.
8. To prepare the learners for further education and training as well as the world of work.
2.3 Specific Skills
To develop essential mathematical skills the learner should:
• develop the correct use of the language of Mathematics;
• collect, analyse and organise quantitative data to evaluate and critique conclusions;

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• use mathematical process skills to identify, investigate and solve problems creatively and critically;
• use spatial skills and properties of shapes and objects to identify, pose and solve problems creatively and
critically;
• participate as responsible citizens in the life of local, national and global communities; and
• communicate appropriately by using descriptions in words, graphs, symbols, tables and diagrams.
2.4 Focus of Content Areas
Mathematics in the FET Phase covers ten main content areas. Each content area contributes towards the acquisition
of the specific skills. The table below shows the main topics in the FET Phase.
The Main Topics in the FET Mathematics Curriculum
1. Functions
2. Number Patterns, Sequences, Series
3. Finance, growth and decay
4. Algebra
5. Differential Calculus
6. Probability
7. Euclidean Geometry and Measurement
8. Analytical Geometry
9. Trigonometry
10. Statistics
2.5 Weighting of Content Areas
The weighting of mathematics content areas serves two primary purposes: firstly the weighting gives guidance on
the amount of time needed to address adequately the content within each content area; secondly the weighting gives
guidance on the spread of content in the examination (especially end of the year summative assessment).

Weighting of Content Areas
Description Grade 10 Grade 11 Grade. 12
PAPER 1 (Grades 12:bookwork: maximum 6 marks)
Algebra and Equations (and inequalities) 30 ± 3 45 ± 3 25 ± 3
Patterns and Sequences 15 ± 3 25 ± 3 25 ± 3
Finance and Growth 10 ± 3
Finance, growth and decay 15 ± 3 15 ± 3
Functions and Graphs 30 ± 3 45 ± 3 35 ± 3
Differential Calculus 35 ± 3
Probability 15 ± 3 20 ± 3 15 ± 3
TOTAL 100 150 150
PAPER 2: Grades 11 and 12: theorems and/or trigonometric proofs: maximum 12 marks
Description Grade 10 Grade 11 Grade 12
Statistics 15 ± 3 20 ± 3 20 ± 3
Analytical Geometry 15 ± 3 30 ± 3 40 ± 3
Trigonometry 40 ± 3 50 ± 3 40 ± 3
Euclidean Geometry and Measurement 30 ± 3 50 ± 3 50 ± 3
TOTAL 100 150 150
2.6 Mathematics in the FET
The subject Mathematics in the Further Education and Training Phase forges the link between the Senior Phase
and the Higher/Tertiary Education band. All learners passing through this phase acquire a functioning knowledge
of the Mathematics that empowers them to make sense of society. It ensures access to an extended study of the
mathematical sciences and a variety of career paths.
In the FET Phase, learners 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 in Higher/
Tertiary Education institutions.

11CAPS
sECTION 3
Introduction
Chapter 3 provides teachers with:
• specification of content to show progression;
• clarification of content with teaching guidelines; and
• allocation of time.
3.1 Specification of Content to show Progression
The specification of content shows progression in terms of concepts and skills from Grade 10 to 12 for each content
area. However, in certain topics the concepts and skills are similar in two or three successive grades. The clarification
of content gives guidelines on how progression should be addressed in these cases. The specification of content
should therefore be read in conjunction with the clarification of content.

3.1.1 Overviewoftopics
1.FUNCTIONS
Grade10Grade11Grade12
Workwithrelationshipsbetweenvariablesin
termsofnumerical,graphical,verbaland
symbolicrepresentationsoffunctionsand
convertflexiblybetweentheserepresentations
(tables,graphs,wordsandformulae).Include
linearandsomequadraticpolynomialfunctions,
exponentialfunctions,somerationalfunctionsand
trigonometricfunctions.
ExtendGrade10workontherelationships
betweenvariablesintermsofnumerical,
graphical,verbalandsymbolicrepresentations
offunctionsandconvertflexiblybetweenthese
representations(tables,graphs,wordsand
formulae).Includelinearandquadraticpolynomial
functions,exponentialfunctions,somerational
functionsandtrigonometricfunctions.
Introduceamoreformaldefinitionofafunction
andextendGrade11workontherelationships
betweenvariablesintermsofnumerical,
graphical,verbalandsymbolicrepresentations
offunctionsandconvertflexiblybetweenthese
representations(tables,graphs,wordsand
formulae).Includelinear,quadraticandsome
cubicpolynomialfunctions,exponentialand
logarithmicfunctions,andsomerationalfunctions.
Generateasmanygraphsasnecessary,initially
bymeansofpoint-by-pointplotting,supportedby
availabletechnology,tomakeandtestconjectures
andhencegeneralisetheeffectoftheparameter
whichresultsinaverticalshiftandthatwhich
resultsinaverticalstretchand/orareflection
aboutthexaxis.
Generateasmanygraphsasnecessary,initially
bymeansofpoint-by-pointplotting,supportedby
availabletechnology,tomakeandtestconjectures
andhencegeneralisetheeffectsoftheparameter
whichresultsinahorizontalshiftandthatwhich
resultsinahorizontalstretchand/orreflection
abouttheyaxis.
Theinversesofprescribedfunctionsandbe
awareofthefactthat,inthecaseofmany-to-one
functions,thedomainhastoberestrictedifthe
inverseistobeafunction.
Problemsolvingandgraphworkinvolvingthe
prescribedfunctions.
Problemsolvingandgraphworkinvolvingthe
prescribedfunctions.Averagegradientbetween
twopoints.
Problemsolvingandgraphworkinvolving
theprescribedfunctions(includingthe
logarithmicfunction).
2.NUMBERPATTERNS,SEQUENCESANDSERIES
Investigatenumberpatternsleadingtothose
wherethereisconstantdifferencebetween
consecutiveterms,andthegeneraltermis
thereforelinear.
Investigatenumberpatternsleadingtothose
wherethereisaconstantseconddifference
betweenconsecutiveterms,andthegeneralterm
isthereforequadratic.
Identifyandsolveproblemsinvolvingnumber
patternsthatleadtoarithmeticandgeometric
sequencesandseries,includinginfinitegeometric
series.
3.FINANCE,GROWTHANDDECAY
Usesimpleandcompoundgrowthformulae
andA=P(1+i)n
tosolveproblems
(includinginterest,hirepurchase,inflation,
populationgrowthandotherreallifeproblems).
Usesimpleandcompounddecayformulae
A=P(1+in)andA=P(1-i)n
tosolveproblems
(includingstraightlinedepreciationand
depreciationonareducingbalance).Linktowork
onfunctions.
(a)Calculatethevalueofnintheformulae
A=P(1+i)n
andA=P(1-i)n
(b) Applyknowledgeofgeometricseriestosolve
annuityandbondrepaymentproblems.
Theimplicationsoffluctuatingforeignexchange
rates.
Theeffectofdifferentperiodsofcompounding
growthanddecay(includingeffectiveandnominal
interestrates).
Criticallyanalysedifferentloanoptions.

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4.ALGEBRA
(a) Understandthatrealnumberscanbeirrational
orrational.
Takenotethatthereexistnumbersotherthan
thoseontherealnumberline,theso-callednon-
realnumbers.Itispossibletosquarecertainnon-
realnumbersandobtainnegativerealnumbersas
answers.
Natureofroots.
(a) Simplifyexpressionsusingthelawsof
exponentsforrationalexponents.
(b) Establishbetweenwhichtwointegersagiven
simplesurdlies.
(c)Roundrealnumberstoanappropriatedegree
ofaccuracy(toagivennumberofdecimal
digits).
(a)Applythelawsofexponentstoexpressions
involvingrationalexponents.
(b)Add,subtract,multiplyanddividesimplesurds.
Demonstrateanunderstandingofthedefinitionof
alogarithmandanylawsneededtosolvereallife
problems.
Manipulatealgebraicexpressionsby:
• multiplyingabinomialbyatrinomial;
• factorisingtrinomials;
• factorisingthedifferenceandsumsoftwo
cubes;
• factorisingbygroupinginpairs;and
• simplifying,addingandsubtractingalgebraic
fractionswithdenominatorsofcubes(limited
tosumanddifferenceofcubes).
Revisefactorisation.• Takenoteandunderstand,theRemainderand
FactorTheoremsforpolynomialsuptothe
thirddegree.
• Factorisethird-degreepolynomials(including
exampleswhichrequiretheFactorTheorem).
Solve:
• linearequations;
• quadraticequations;
• literalequations(changingthesubjectofa
formula);
• exponentialequations;
• linearinequalities;
• systemoflinearequations;and
• wordproblems.
Solve:
• quadraticequations;
• quadraticinequalitiesinonevariableand
interpretthesolutiongraphically;and
• equationsintwounknowns,oneofwhichis
lineartheotherquadratic,algebraicallyor
graphically.

5.DIFFERENTIALCALCULUS
(a) Anintuitiveunderstandingoftheconceptofa
limit.
(b) Differentiationofspecifiedfunctionsfromfirst
principles.
(c) Useofthespecifiedrulesofdifferentiation.
(d) Theequationsoftangentstographs.
(e) Theabilitytosketchgraphsofcubicfunctions.
(f) Practicalproblemsinvolvingoptimizationand
ratesofchange(includingthecalculusof
motion).
6.PROBABILITY
(a)Comparetherelativefrequencyofan
experimentaloutcomewiththetheoretical
probabilityoftheoutcome.
(b) Venndiagramsasanaidtosolvingprobability
problems.
(c)Mutuallyexclusiveeventsandcomplementary
events.
(d) TheidentityforanytwoeventsAandB:
P(AorB)=P(A)+(B)-P(AandB)
(a)Dependentandindependentevents.
(b)Venndiagramsorcontingencytablesand
treediagramsasaidstosolvingprobability
problems(whereeventsarenotnecessarily
independent).
(a)Generalisationofthefundamentalcounting
principle.
(b)Probabilityproblemsusingthefundamental
countingprinciple.
7.EuclideanGeometryandMeasurement
(a)Revisebasicresultsestablishedinearlier
grades.
(b)Investigatelinesegmentsjoiningthemid-
pointsoftwosidesofatriangle.
(c)Propertiesofspecialquadrilaterals.
(a)Investigateandprovetheoremsofthe
geometryofcirclesassumingresultsfrom
earliergrades,togetherwithoneotherresult
concerningtangentsandradiiofcircles.
(b)Solvecirclegeometryproblems,providing
reasonsforstatementswhenrequired.
(c)Proveriders.
(a)Reviseearlier(Grade9)workonthe
necessaryandsufficientconditionsfor
polygonstobesimilar.
(b)Prove(acceptingresultsestablishedinearlier
grades):
• thatalinedrawnparalleltoonesideof
atriangledividestheothertwosides
proportionally(andtheMid-pointTheorem
asaspecialcaseofthistheorem);
• thatequiangulartrianglesaresimilar;
• thattriangleswithsidesinproportionare
similar;
• thePythagoreanTheorembysimilar
triangles;and
• riders.

15CAPS
Solveproblemsinvolvingvolumeandsurface
areaofsolidsstudiedinearliergradesaswellas
spheres,pyramidsandconesandcombinationsof
thoseobjects.
ReviseGrade10work.
8.TRIGONOMETRY
(a)Definitionsofthetrigonometricratiossinθ,
cosθandtanθinaright-angledtriangles.
(b)Extendthedefinitionsofsinθ,cosθandtanθ
to0o
≤θ≤360o
.
(c) Deriveandusevaluesofthetrigonometric
ratios(withoutusingacalculatorforthe
specialanglesθ∈{0o
;30o
;45o
;60o
;90o
}
(d)Definethereciprocalsoftrigonometricratios.
(a) Deriveandusetheidentities:
sinθ
cosθtanθ=andsin2
θ+sin2
θ=1.
(b)Derivethereductionformulae.
(c)Determinethegeneralsolutionand/orspecific
solutionsoftrigonometricequations.
(d)Establishthesine,cosineandarearules.
Proofanduseofthecompoundangleand
doubleangleidentities
SoSolveproblemsintwodimensions.Solveproblemsin2-dimensions.Solveproblemsintwoandthreedimensions.
9.ANALYTICALGEOMETRY
RepresentgeometricfiguresinaCartesianco-
ordinatesystem,andderiveandapply,forany
twopoints(x1
;y1
)and(x2
;y2
),aformulafor
calculating:
• thedistancebetweenthetwopoints;
• thegradientofthelinesegmentjoiningthe
points;
• conditionsforparallelandperpendicularlines;
and
• theco-ordinatesofthemid-pointoftheline
segmentjoiningthepoints.
UseaCartesianco-ordinatesystemtoderiveand
apply:
• theequationofalinethroughtwogivenpoints;
• theequationofalinethroughonepointand
parallelorperpendiculartoagivenline;and
• theinclinationofaline.
Useatwo-dimensionalCartesianco-ordinate
systemtoderiveandapply:
• theequationofacircle(anycentre);and
• theequationofatangenttoacircleatagiven
pointonthecircle.
10.STATISTICS
(a) Collect,organiseandinterpretunivariate
numericaldatainordertodetermine:
• measuresofcentraltendency;
• fivenumbersummary;
• boxandwhiskerdiagrams;and
• measuresofdispersion.
(a) Representmeasuresofcentraltendencyand
dispersioninunivariatenumericaldataby:
• usingogives;and
• calculatingthevarianceandstandard
deviationofsetsofdatamanually(for
smallsetsofdata)andusingcalculators
(forlargersetsofdata)andrepresenting
resultsgraphically.
(b)RepresentSkeweddatainboxandwhisker
diagrams,andfrequencypolygons.Identify
outliers.
(a)Representbivariatenumericaldataasa
scatterplotandsuggestintuitivelyandby
simpleinvestigationwhetheralinear,quadratic
orexponentialfunctionwouldbestfitthedata.
(b)Useacalculatortocalculatethelinear
regressionlinewhichbestfitsagivensetof
bivariatenumericaldata.
(c)Useacalculatortocalculatethecorrelation
co-efficientofasetofbivariatenumericaldata
andmakerelevantdeductions.

3.2 Content Clarification with teaching guidelines
In Chapter 3, content clarification includes:
• teaching guidelines;
• sequencing of topics per term; and
• pacing of topics over the year.
• Each content area has been broken down into topics. The sequencing of topics within terms gives an idea of
how content areas can be spread and re-visited throughout the year.
• The examples discussed in the Clarification Column in the annual teaching plan which follows are by no
means a complete representation of all the material to be covered in the curriculum. They only serve as an
indication of some questions on the topic at different cognitive levels. Text books and other resources should
be consulted for a complete treatment of all the material.
• The order of topics is not prescriptive, but ensure that part of trigonometry is taught in the first term and more
than six topics are covered / taught in the first two terms so that assessment is balanced between paper 1 and 2.

17CAPS
3.2.1 Allocation of Teaching Time
Time allocation for Mathematics: 4 hours and 30 minutes, e.g. six forty five-minutes periods, per week in grades 10,
11 and 12.
Terms Grade 10 Grade 11 Grade 12
No. of
weeks
No. of
weeks
No. of
weeks
Term 1
Algebraic expressions
Exponents
Number patterns
Equations and
inequalities
Trigonometry
3
2
1
2
3
Exponents and surds
Equations and
inequalities
Number patterns
Analytical Geometry
3
3
2
3
Patterns, sequences and
series
Functions and inverse
functions
Exponential and
logarithmic functions
Finance, growth and
decay
Trigonometry - compound
angles
3
3
1
2
2
Term 2
Functions
Trigonometric functions
Euclidean Geometry
MID-YEAR EXAMS
4
1
3
3
Functions
Trigonometry (reduction
formulae, graphs,
equations)
MID-YEAR EXAMS
4
4
3
Trigonometry 2D and 3D
Polynomial functions
Differential calculus
Analytical Geometry
MID-YEAR EXAMS
2
1
3
2
3
Term 3
Analytical Geometry
Finance and growth
Statistics
Trigonometry
Euclidean Geometry
Measurement
2
2
2
2
1
1
Measurement
Euclidean Geometry
Trigonometry (sine,
area,
cosine rules)
Probability
Finance, growth and
decay
1
3
2
2
2
Geometry
Statistics (regression and
correlation)
Counting and Probability
Revision
TRIAL EXAMS
2
2
2
1
3
Term 4 Probability
Revision
EXAMS
2
4
3
Statistics
Revision
EXAMS
3
3
3
Revision
EXAMS
3
6
The detail which follows includes examples and numerical references to the Overview.

3.2.2 SequencingandPacingofTopics
MATHEMATICS:GRADE10PACESETTER
1TERM1
WeeksWEEK1WEEK2WEEK3WEEK4WEEK5WEEK6WEEK7WEEK8WEEK9WEEK10
WEEK
11
TopicsAlgebraicexpressionsExponents
Number
patterns
EquationsandinequalitiesTrigonometry
AssessmentInvestigationorprojectTest
Date
completed
2TERM2
WEEK
11
TopicsFunctions
Trigonometric
functions
EuclideanGeometry
AssessmentAssignment/TestMID-YEAREXAMINATION
Date
completed
3TERM3
TopicsAnalyticalGeometryFinanceandgrowthStatisticsTrigonometryEuclideanGeometryMeasurement
AssessmentTestTest
Date
completed
4TERM4Paper1:2hoursPaper2:2hours
Weeks
WEEK
1
WEEK
2
WEEK
3
WEEK
4
WEEK
5
WEEK
6
WEEK
7
WEEK8WEEK9
WEEK
10
Algebraic
expressions
andequations(and
inequalities)
exponents
NumberPatterns
Functionsandgraphs
Financeandgrowth
Probability
30
10
30
15
15
Euclideangeometry
andmeasurement
Analyticalgeometry
Trigonometry
Statistics
20
15
50
15
TopicsProbabilityRevisionAdmin
AssessmentTestExaminations
Date
completed
Totalmarks100Totalmarks100

19CAPS
1TERM1
WEEK
11
TopicsExponentsandsurdsEquationsandinequalitiesNumberpatternsAnalyticalGeometry
AssessmentInvestigationorprojectTest
Date
completed
2TERM2
WeeksWEEK1WEEK2WEEK3WEEK4WEEK5WEEK6WEEK7WEEK8WEEK9WEEK10WEEK
11
TopicsFunctionsTrigonometry(reductionformulae,graphs,equations)
AssessmentAssignment/TestMID-YEAREXAMINATION
Date
completed
3TERM3
TopicsMeasurementEuclideanGeometryTrigonometry(sine,cosineand
arearules)
Finance,growthanddecayProbability
AssessmentTestTest
Date
completed
WeeksWEEK
1
WEEK
2
WEEK
3
WEEK
4
WEEK
5
WEEK
6
WEEK
7
WEEK
8
WEEK9WEEK
10
Algebraicexpressions
andequations(and
inequalities)
Numberpatterns
Functionsandgraphs
Finance,growthanddecay
Probability
45
25
45
15
20
EuclideanGeometry
andmeasurement
Analyticalgeometry
Trigonometry
Statistics
40
30
60
20
TopicsStatisticsRevisionFINALEXAMINATIONAdmin
AssessmentTest
Date
completed

1TERM1
11
TopicsNumberpatterns,sequencesandseriesFunctions:Formaldefinition;inversesFunctions:
exponential
and
logarithmic
Finance,growthanddecayTrigonometry
AssessmentTestInvestigationorprojectAssignment
Date
completed
2TERM2
11
TopicsTrigonometryFunctions:
polynomials
DifferentialCalculusAnalyticalGeometry
AssessmentTestMID-YEAREXAMINATION
Date
completed
3TERM3
TopicsGeometryStatisticsCountingandProbabilityRevisionTRIALEXAMINATION
AssessmentTest
Date
completed
WeeksWEEK
1
WEEK
2
WEEK
3
WEEK
4
WEEK
5
WEEK
6
WEEK
7
WEEK
8
WEEK9WEEK
10
Algebraicexpressions
andequations(and
inequalities)
Numberpatterns
Functionsandgraphs
Finance,growthanddecay
DifferentialCalculus
Countingandprobability
25
25
35
15
35
15
EuclideanGeometry
andmeasurement
AnalyticalGeometry
Trigonometry
Statistics
50
40
40
20
TopicsRevisionFINALEXAMINATIONAdmin
Assessment
Date
completed

21CAPS
3.2.3 Topicallocationperterm
GRADE10:TERM1
Noof
Weeks
TopicCurriculumstatementClarification
Whereanexampleisgiven,thecognitivedemandissuggested:knowledge(K),
routineprocedure(R),complexprocedure(C)orproblem-solving(P)
3
Algebraic
expressions
1. Understandthatrealnumberscanberationalor
irrational.
2. Establishbetweenwhichtwointegersagivensimple
surdlies.
3. Roundrealnumberstoanappropriatedegreeof
accuracy.
4. Multiplicationofabinomialbyatrinomial.
5. Factorisationtoincludetypestaughtingrade9and:
• trinomials
• groupinginpairs
• sumanddifferenceoftwocubes
6. Simplificationofalgebraicfractionsusingfactorization
withdenominatorsofcubes(limitedtosumand
differenceofcubes).
Examplestoillustratethedifferentcognitivelevelsinvolvedinfactorisation:
1. Factorisefully:
1.1. m2
-2m+1(revision)Learnersmustbeabletorecognisethesimplest
perfectsquares.(R)
1.2. 2x2
-x-3 Thistypeisroutineandappearsinalltexts.(R)
1.3.
13y
2
+18-
y2
2
Learnersarerequiredtoworkwithfractionsand
identify
whenanexpressionhasbeen“fullyfactorised”.(R)
2. Simplify(C)
2Exponents
1. ReviselawsofexponentslearntinGrade9where
€
x,y0and
€
m,
€
n
∈Z:
•
€
xm
×xn
=xm+n
•
€
xm
÷xn
=xm−n
•
€
(xm
)n
=xmn

•
€
xm
×ym
=(xy)m
Alsobydefinition:
•
,
€
x≠0
,and
•
€
x0
=1,
€
x≠0

2. Usethelawsofexponentstosimplifyexpressionsand
solveequations,acceptingthattherulesalsoholdfor
€
m,
€
n
∈Q.
Examples:
1.Simplify:(3x52
)3
-75Asimpletwo-stepprocedureisinvolved.(R)
2.SimplifyAssumingthistypeofquestionhasnotbeentaught,
spottingthatthenumeratorcanbefactorisedasa
differenceofsquaresrequiresinsight.(P)
3.Solveforx:
3.1125,02=x
(R)
3.2
€
2x
3
2
=54(R)
3.3
(C)
3.4
(C)

GRADE10:TERM1
Noof
Weeks
1
Numbersand
patterns
Patterns:Investigatenumberpatternsleadingtothose
wherethereisaconstantdifferencebetweenconsecutive
terms,andthegeneralterm(withoutusingaformula-see
contentoverview)isthereforelinear.
Comment:
• ArithmeticsequenceisdoneinGrade12,hence
isnotusedin
Grade10.
Examples:
1. Determinethe5th
andthenth
termsofthenumberpattern10;7;4;1;….Thereis
analgorithmicapproachtoansweringsuchquestions.(R)
2. IfthepatternMATHSMATHSMATHS…iscontinuedinthisway,whatwillthe267th
letterbe?Itisnotimmediatelyobvioushowoneshouldproceed,unlesssimilar
questionshavebeentackled.(P)
2
Equationsand
Inequalities
1. Revisethesolutionoflinearequations.
2. Solvequadraticequations(byfactorisation).
3. Solvesimultaneouslinearequationsintwounknowns.
4. Solvewordproblemsinvolvinglinear,quadraticor
simultaneouslinearequations.
5. Solveliteralequations(changingthesubjectofa
formula).
6. Solvelinearinequalities(andshowsolutiongraphically).
Intervalnotationmustbeknown.
Examples:
1. Solveforx:
(R)
2. Solveform:2m2
-m=1(R)
3. Solveforxandy:x+2y=1;1
23
=+
yx
(C)
4. SolveforrintermsofV,∏andh:V=∏r2
h(R)
5. Solveforx:-1≤2-3x≤8(C)

23CAPS
GRADE10:TERM1
Noof
Weeks
3Trigonometry
1. Definethetrigonometricratiossinθ,cosθandtanθ,
usingright-angledtriangles.
2.Extendthedefinitionsofsinθ,cosθandtanθfor
00
≤θ≤3600
.
3.Definethereciprocalsofthetrigonometricratios
cosecθ,secθandcotθ,usingright-angledtriangles
(thesethreereciprocalsshouldbeexaminedingrade
10only).
4.Derivevaluesofthetrigonometricratiosforthespecial
cases(withoutusingacalculator)
θ∈{00
;300
;450
;600
;900
}.
5. Solvetwo-dimensionalproblemsinvolvingright-angled
triangles.
6. Solvesimpletrigonometricequationsforangles
between00
and900
.
7. Usediagramstodeterminethenumericalvaluesof
ratiosforanglesfrom00
to3600
.
Comment:
Itisimportanttostressthat:
• similarityoftrianglesisfundamentaltothetrigonometricratiossinθ,cosθandtanθ;
• trigonometricratiosareindependentofthelengthsofthesidesofasimilar
right-angledtriangleanddepend(uniquely)onlyontheangles,henceweconsider
themasfunctionsoftheangles;
• doublingaratiohasadifferenteffectfromdoublinganangle,forexample,generally
2sinθ≠sin2θ;and
• Solveequationoftheformcx=sin,orcx=cos2,orcx=2tan,wherecisa
constant.
Examples:
1. If5sinθ+4=0and00
≤θ≤2700
,calculatethevalueofsin2
θ+cos2
θwithout
usingacalculator.(R)
2. LetABCDbearectangle,withAB=2cm.LetEbeonADsuchthatAEBˆˆ=E=450
andBÊC=750
.Determinetheareaoftherectangle.(P)
3. Determinethelengthofthehypotenuseofaright-angledtriangleABC,where
EBˆˆ==900
,DAˆˆ==300
andAB=10cm(K)
4. Solveforx:
for(C)
AssessmentTerm1:
1.Investigationorproject(onlyoneprojectperyear)(atleast50marks)
Exampleofaninvestigation:
Imagineacubeofwhitewoodwhichisdippedintoredpaintsothatthesurfaceisred,buttheinsidestillwhite.Ifonecutismade,paralleltoeachfaceofthecube(andthroughthe
centreofthecube),thentherewillbe8smallercubes.Eachofthesmallercubeswillhave3redfacesand3whitefaces.Investigatethenumberofsmallercubeswhichwillhave3,
2,1and0redfacesif2/3/4/…/nequallyspacedcutsaremadeparalleltoeachface.Thistaskprovidestheopportunitytoinvestigate,tabulateresults,makeconjecturesandjustify
orprovethem.
2. Test(atleast50marksand1hour).Makesurealltopicsaretested.
Careneedstobetakentosetquestionsonallfourcognitivelevels:approximately20%knowledge,approximately35%routineprocedures,30%complexproceduresand15%
problem-solving.

GRADE10:TERM2
WeeksTopicCurriculumstatementClarification
(4+1)
5
Functions
1. Theconceptofafunction,wherea
certainquantity(outputvalue)uniquely
dependsonanotherquantity(input
value).Workwithrelationshipsbetween
variablesusingtables,graphs,wordsand
formulae.Convertflexiblybetweenthese
representations.
Note:thatthegraphdefinedbyyx=
shouldbeknownfromGrade9.
2. Pointbypointplottingofbasicgraphs
definedby
2
xy=,
x
y
1
=and
x
by=;
0bandtodiscovershape,domain
(inputvalues),range(outputvalues),
asymptotes,axesofsymmetry,turning
pointsandinterceptsontheaxes(where
applicable).
3. Investigatetheeffectofqxfay+=)(.andqxfay+=)(.onthe
graphsdefinedbyqxfay+=)(.,
wherexxf=)(,,)(
2
xxf=
x
xf
1
)(=
and,)(
x
bxf=,0b
definedby,
and
for
5.Studytheeffectofaandqxfay+=)(.onthegraphs
definedby:
;;and
whereqxfay+=)(.,qxfay+=)(.∈Qfor
.
6. Sketchgraphs,findtheequationsofgiven
graphsandinterpretgraphs.
Note:Sketchingofthegraphsmustbebased
ontheobservationofnumber3and5.
Comments:
• AmoreformaldefinitionofafunctionfollowsinGrade12.Atthislevelitisenoughtoinvestigate
theway(unique)outputvaluesdependonhowinputvaluesvary.Thetermsindependent(input)
anddependent(output)variablesmightbeuseful.
• Aftersummarieshavebeencompiledaboutbasicfeaturesofprescribedgraphsandtheeffects
ofparametersaandqhavebeeninvestigated:a:averticalstretch(and/orareflectionaboutthe
x-axis)andqaverticalshift.Thefollowingexamplesmightbeappropriate:
• Rememberthatgraphsinsomepracticalapplicationsmaybeeitherdiscreteorcontinuous.
Examples:
1. Sketchedbelowaregraphsofq
x
a
xf+=)(and.
Thehorizontalasymptoteofbothgraphsistheliney=1.
Determinethevaluesofa,b,n,qandt. (C)
O
x
y
(1;-1)
(2;0)
2. Sketchthegraphdefinedby
for (R)

25CAPS
GRADE10:TERM2
3
Euclidean
Geometry
1. Revisebasicresultsestablishedinearlier
gradesregardinglines,anglesand
triangles,especiallythesimilarityand
congruenceoftriangles.
2. Investigatelinesegmentsjoiningthemid-
pointsoftwosidesofatriangle.
3. Definethefollowingspecialquadrilaterals:
thekite,parallelogram,rectangle,rhombus,
squareandtrapezium.Investigateand
makeconjecturesaboutthepropertiesof
thesides,angles,diagonalsandareas
ofthesequadrilaterals.Provethese
conjectures.
Comments:
• Trianglesaresimilariftheircorrespondinganglesareequal,oriftheratiosoftheirsidesare
equal:TrianglesABCandDEFaresimilarifDAˆˆ=,EBˆˆ=andFCˆˆ=.Theyarealso
similarif.
• Wecoulddefineaparallelogramasaquadrilateralwithtwopairsofoppositesidesparallel.
Thenweinvestigateandprovethattheoppositesidesoftheparallelogramareequal,opposite
anglesofaparallelogramareequal,anddiagonalsofaparallelogrambisecteachother.
• ItmustbeexplainedthatasinglecounterexamplecandisproveaConjecture,butnumerous
specificexamplessupportingaconjecturedonotconstituteageneralproof.
Example:
InquadrilateralKITE,KI=KEandIT=ET.ThediagonalsintersectatM.Provethat:
1. IM=MEand(R)
2. KTisperpendiculartoIE.(P)
Asitisnotobvious,firstprovethat.
3
Mid-year
examinations
Assessmentterm2:
1.Assignment/test(atleast50marks)
2.Mid-yearexamination(atleast100marks)
Onepaperof2hours(100marks)orTwopapers-one,1hour(50marks)andtheother,1hour(50marks)

GRADE10:TERM3
2
Analytical
Geometry
RepresentgeometricfiguresonaCartesian
co-ordinatesystem.
Deriveandapplyforanytwopoints
);(11
yxand);(22
yxtheformulaefor
calculatingthe:
1. distancebetweenthetwopoints;
2. gradientofthelinesegmentconnectingthe
twopoints(andfromthatidentifyparallel
andperpendicularlines);and
3. coordinatesofthemid-pointoftheline
segmentjoiningthetwopoints.
Example:
Considerthepoints)5;2(PandintheCartesianplane.
1.1. CalculatethedistancePQ. (K)
1.2FindthecoordinatesofRifMisthemid-pointofPR. (R)
1.3DeterminethecoordinatesofSifPQRSisaparallelogram. (C)
1.4IsPQRSarectangle?Whyorwhynot? (R)
2
Financeand
growth
Usethesimpleandcompound
growthformulae
and
n
iPA)1(+=]tosolveproblems,
includingannualinterest,hirepurchase,
inflation,populationgrowthandotherreal-
lifeproblems.Understandtheimplicationof
fluctuatingforeignexchangerates(e.g.onthe
petrolprice,imports,exports,overseastravel).

27CAPS
GRADE10:TERM3
2Statistics
1.Revisemeasuresofcentraltendencyin
ungroupeddata.
2.Measuresofcentraltendencyingrouped
data:
calculationofmeanestimateofgrouped
andungroupeddataandidentificationof
modalintervalandintervalinwhichthe
medianlies.
3. Revisionofrangeasameasureof
dispersionandextensiontoinclude
percentiles,quartiles,interquartileandsemi
interquartilerange.
4. Fivenumbersummary(maximum,minimum
andquartiles)andboxandwhisker
diagram.
5. Usethestatisticalsummaries(measures
ofcentraltendencyanddispersion),and
graphstoanalyseandmakemeaningful
commentsonthecontextassociatedwith
thegivendata.
Comment:
Ingrade10,theintervalsofgroupeddatashouldbegivenusinginequalities,thatis,intheform
0≤x20ratherthanintheform0-19,20-29,…
Example:
Themathematicsmarksof200grade10learnersataschoolcanbesummarisedasfollows:
PercentageobtainedNumberofcandidates
0≤x204
20≤x3010
30≤x4037
40≤x5043
50≤x6036
60≤x7026
70≤x8024
80≤x10020
1. Calculatetheapproximatemeanmarkfortheexamination.(R)
2. Identifytheintervalinwhicheachofthefollowingdataitemslies:
2.1. themedian; (R)
2.2. thelowerquartile; (R)
2.3. theupperquartile;and (R)
2.4.thethirtiethpercentile. (R)

GRADE10:TERM3
2Trigonometry
Problemsintwodimensions.Example:
Twoflagpolesare30mapart.Theonehasheight10m,whiletheotherhasheight15m.Two
tightropesconnectthetopofeachpoletothefootoftheother.Atwhatheightabovethe
grounddothetworopesintersect?Whatifthepoleswereatdifferentdistanceapart?(P)
1
Euclidean
Geometry
Solveproblemsandproveridersusingthe
propertiesofparallellines,trianglesand
quadrilaterals.
Comment:
Usecongruencyandpropertiesofquads,esp.parallelograms.
Example:
EFGHisaparallelogram.ProvethatMFNHisaparallelogram.
N
M
HE
FG
(C)
2Measurement
1. Revisethevolumeandsurfaceareasof
right-prismsandcylinders.
2. Studytheeffectonvolumeandsurface
areawhenmultiplyinganydimensionbya
constantfactork.
3. Calculatethevolumeandsurfaceareasof
spheres,rightpyramidsandrightcones.
Example:
Theheightofacylinderis10cm,andtheradiusofthecircularbaseis2cm.Ahemisphereis
attachedtooneendofthecylinderandaconeofheight2cmtotheotherend.Calculatethe
volumeandsurfaceareaofthesolid,correcttothenearestcm3
andcm2
,respectively.(R)
Comments:
• Incaseofpyramids,basesmusteitherbeanequilateraltriangleorasquare.
• Problemtypesmustincludecompositefigure.
Assessmentterm3:Two(2)Tests(atleast50marksand1hour)coveringalltopicsinapproximatelytheratiooftheallocatedteachingtime.

29CAPS
GRADE10:TERM4
Noof
Weeks
2Probability
1.Theuseofprobabilitymodelsto
comparetherelativefrequencyof
eventswiththetheoretical
probability.
2.TheuseofVenndiagramstosolve
probabilityproblems,derivingand
applyingthefollowingforanytwo
eventsAandBinasamplespaceS:
AP(orand);B
AandBaremutuallyexclusiveif
AP(and;0)=B
AandBarecomplementaryifthey
aremutuallyexclusive;and
.1)()(=+BPAP
Then
()(PBP=not.
Comment:
• Itgenerallytakesaverylargenumberoftrialsbeforetherelativefrequencyofacoinfalling
headsupwhentossedapproaches0,5.
Example:
Inasurvey80peoplewerequestionedtofindouthowmanyreadnewspaper
SorDorboth.Thesurveyrevealedthat45readD,30readSand10readneither.
UseaVenndiagramtofindhowmanyread
1. Sonly;(C)
2. Donly;and(C)
3. bothDandS.(C)
4Revision
Comment:
Thevalueofworkingthroughpastpaperscannotbeoveremphasised.
3Examinations
Assessmentterm4
1.Test(atleast50marks)
2.Examination
Paper1:2hours(100marksmadeupasfollows:15±3onnumberpatterns,30±3onalgebraicexpressions,equationsandinequalities,30±3onfunctions,10±3onfinanceand
growthand15±3onprobability.
Paper2:2hours(100marksmadeupasfollows:40±3ontrigonometry,15±3onAnalyticalGeometry,30±3onEuclideanGeometryandMeasurement,and15±3onStatistics

GRADE11:TERM1
No
fWeeks
Whereanexampleisgiven,thecognitivedemandissuggested:knowledge(K),
routineprocedure(R),complexprocedure(C)orproblemsolving(P)
3
Exponents
andsurds
1. Simplifyexpressionsandsolveequations
usingthelawsofexponentsforrational
exponentswhere
;
qpq
p
xx=0;0qx.
2. Add,subtract,multiplyanddividesimple
surds.
3. Solvesimpleequationsinvolvingsurds.
Example:
1. Determinethevalueof2
3
9.(R)
2. Simplify:(R)
3. Solveforx:
.(P)
3
Equationsand
Inequalities
1. Completethesquare.
2. Quadraticequations(byfactorisationand
byusingthequadraticformula).
3. Quadraticinequalitiesinoneunknown
(Interpretsolutionsgraphically).
NB:Itisrecommendedthatthesolvingof
equationsintwounknownsisimportantto
beusedinotherequationslikehyperbola-
straightlineasthisisnormalinthecaseof
graphs.
4. Equationsintwounknowns,oneofwhichis
linearandtheotherquadratic.
5. Natureofroots.
Example:
1. Ihave12metresoffencing.WhatarethedimensionsofthelargestrectangularareaIcan
enclosewiththisfencingbyusinganexistingwallasoneside?Hint:letthelengthoftheequal
sidesoftherectanglebexmetresandformulateanexpressionfortheareaoftherectangle.(C)
(Withoutthehintthiswouldprobablybeproblemsolving.)
2.1.Showthattherootsof
areirrational.(R)
2.2.Showthat01
2
=++xxhasnorealroots.(R)
3. Solveforx:.(R)
4. Solveforx:
.(R)
5. Twomachines,workingtogether,take2hours24minutestocompleteajob.Workingonits
own,onemachinetakes2hourslongerthantheothertocompletethejob.Howlongdoes
theslowermachinetakeonitsown?(P)
2
Number
patterns
Patterns:Investigatenumberpatternsleading
tothosewherethereisaconstantsecond
differencebetweenconsecutiveterms,andthe
generaltermisthereforequadratic.
Example:
InthefirststageoftheWorldCupSoccerFinalsthereareteamsfromfourdifferentcountries
ineachgroup.Eachcountryinagroupplayseveryothercountryinthegrouponce.Howmany
matchesarethereforeachgroupinthefirststageofthefinals?Howmanygameswouldthere
beiftherewerefiveteamsineachgroup?Sixteams?nteams?(P)

31CAPS
GRADE11:TERM1
No
fWeeks
3
Analytical
Geometry
Deriveandapply:
1. theequationofalinethoughtwogiven
points;
2. theequationofalinethroughonepointand
parallelorperpendiculartoagivenline;and
3. theinclination(θ)ofaline,where
isthegradientoftheline
Example:
GiventhepointsA(2;5);B(-3;-4)andC(4;-2)determine:
1. theequationofthelineAB;and(R)
2. thesizeofCABˆ.(C)
AssessmentTerm1:
1. AnInvestigationoraproject(amaximumofoneprojectinayear)(atleast50marks)
Noticethatanassignmentisgenerallyanextendedpieceofworkundertakenathome.Linearprogrammingquestionscanbeusedasprojects.
Exampleofanassignment:Ratiosandequationsintwovariables.
(Thisassignmentbringsinanelementofhistorywhichcouldbeextendedtoincludeoneortwoancientpaintingsandexamplesofarchitecturewhichareintheshapeofarectangle
withtheratioofsidesequaltothegoldenratio.)
Task1
If2x2
-3xy+y2
=0then(2x-y)(x-y)=0so
2
y
x=oryx=.Hencetheratio
2
1
=
y
x
or
1
1
=
y
x
.Inthesamewayfindthepossiblevaluesof
theratio
y
x
ifitisgiventhat2x2
-5xy+y2
=0
Task
Mostpaperiscuttointernationallyagreedsizes:A0,A1,A2,…,A7withthepropertythattheA1sheetishalfthesizeoftheA0sheetandsimilartotheA0
sheet,theA2sheetishalfthesizeoftheA1sheetandsimilartotheA1sheet,etc.Findtheratioofthelengthyx=tothebreadthyx=ofA0,A1,A2,…,A7paper(insimplestsurdform).
Task3
Thegoldenrectanglehasbeenrecognisedthroughtheagesasbeingaestheticallypleasing.ItcanbeseeninthearchitectureoftheGreeks,insculpturesandinRenaissance
paintings.Anygoldenrectanglewithlengthxandbreadthyhasthepropertythatwhenasquarethelengthoftheshorterside(y)iscutfromit,anotherrectanglesimilartoitisleft.The
processcanbecontinuedindefinitely,producingsmallerandsmallerrectangles.Usingthisinformation,calculatetheratiox:yinsurdform.
Exampleofproject:Collecttheheightsofatleast50sixteen-year-oldgirlsandatleast50sixteen-year-oldboys.Groupyourdataappropriatelyandusethesetwosetsofgroupeddata
todrawfrequencypolygonsoftherelativeheightsofboysandofgirls,indifferentcolours,onthesamesheetofgraphpaper.Identifythemodalintervals,theintervalsinwhichthe
medianslieandtheapproximatemeansascalculatedfromthefrequenciesofthegroupeddata.Byhowmuchdoestheapproximatemeanheightofyoursampleofsixteen-year-old
girlsdifferfromtheactualmean?Commentonthesymmetryofthetwofrequencypolygonsandanyotheraspectsofthedatawhichareillustratedbythefrequencypolygons.
2. Test(atleast50marksand1hour).Makesurealltopicsaretested.
Careneedstobetakentoaskquestionsonallfourcognitivelevels:approximately20%knowledge,approximately35%routineprocedures,30%complexproceduresand
15%problem-solving.

GRADE11:TERM2
Noof
Weeks
4Functions
1. Revisetheeffectoftheparametersaandq
andinvestigatetheeffectofponthegraphs
ofthefunctionsdefinedby:
1.1.qpxaxfy++==
2
)()(
1.2.q
px
a
xfy+
+
==)(
1.3.qbaxfy
px
+==
+
.)(where
b0,b≠1
2. Investigatenumericallytheaverage
gradientbetweentwopointsonacurveand
developanintuitiveunderstandingofthe
conceptofthegradientofacurveatapoint.
definedby,
and
for
€
θ∈[−360°;360°]

4. Investigatetheeffectoftheparameterk
onthegraphsofthefunctionsdefinedby
€
y=sin(kx),
and
.
5. Investigatetheeffectoftheparameter
ponthegraphsofthefunctionsdefined
by),sin(pxy+=,),cos(pxy+=and
),tan(pxy+=.
6. Drawsketchgraphsdefinedby:
𝑦=𝑎 𝑠𝑖𝑛 𝑘 (𝑥+𝑝),
𝑦=𝑎 𝑐𝑜𝑠 𝑘 (𝑥+𝑝)and
𝑦=𝑎 𝑡𝑎𝑛 𝑘 (𝑥+𝑝)atmosttwoparameters
atatime.
Comment:
• Oncetheeffectsoftheparametershavebeenestablished,variousproblemsneedtobeset:
drawingsketchgraphs,determiningthedefiningequationsoffunctionsfromsufficientdata,
makingdeductionsfromgraphs.Reallifeapplicationsoftheprescribedfunctionsshouldbe
studied.
• Twoparametersatatimecanbevariedintestsorexaminations.
Example:
Sketchthegraphsdefinedbyand
€
f(x)=cos(2x−120°)

onthesamesetofaxes,where
.(C)

33CAPS
GRADE11:TERM2
Noof
Weeks
4Trigonometry
1. Deriveandusetheidentities
kanoddinteger;
and
.
2. Deriveandusereductionformulaeto
simplifythefollowingexpressions:
2.1.;
2.2.

2.3.
and
2.4.
.
3. Determineforwhichvaluesofavariablean
identityholds.
4. Determinethegeneralsolutionsof
trigonometricequations.Also,determine
solutionsinspecificintervals.
Comment:
• Teachersshouldexplainwherereductionformulaecomefrom.
Examples:
1. Provethat
. (R)
2. Forwhichvaluesofis
undefined? (R)
3. Simplify
€
cos180°−x()sinx−90°()−1
tan
2
540°+x()sin90°+x()cos−x()

(R)
4. Determinethegeneralsolutionsof. (C)
3
Mid-year
examinations
Assessmentterm2:
1. Assignment(atleast50marks)
2. Mid-yearexamination:
Paper1:2hours(100marksmadeupasfollows:generalalgebra(25±3)equationsandinequalities(35±3);numberpatterns(15±3);functions(25±3)
Paper2:2hours(100marksmadeupasfollows:analyticalgeometry(30±3)andtrigonometry(70±3)).

GRADE11:TERM3
No.of
weeks
TopicCurriculumStatementClarification
1Measurement1. RevisetheGrade10work.
3
Euclidean
Geometry
Acceptresultsestablishedinearliergrades
asaxiomsandalsothatatangenttoacircle
isperpendiculartotheradius,drawntothe
pointofcontact.
Theninvestigateandprovethetheoremsof
thegeometryofcircles:
• Thelinedrawnfromthecentreofacircle
perpendiculartoachordbisectsthechord;
• Theperpendicularbisectorofachord
passesthroughthecentreofthecircle;
• Theanglesubtendedbyanarcatthe
centreofacircleisdoublethesizeofthe
anglesubtendedbythesamearcatthe
circle(onthesamesideofthechordasthe
centre);
• Anglessubtendedbyachordofthecircle,
onthesamesideofthechord,areequal;
• Theoppositeanglesofacyclicquadrilateral
aresupplementary;
• Twotangentsdrawntoacirclefromthe
samepointoutsidethecircleareequalin
length;
• Theanglebetweenthetangenttoacircle
andthechorddrawnfromthepointof
contactisequaltotheangleinthealternate
segment.
Usetheabovetheoremsandtheir
converses,wheretheyexist,tosolveriders.
Comments:
Proofsoftheoremscanbeaskedinexaminations,buttheirconverses
(wherevertheyhold)cannotbeasked.
Example:
1. ABandCDaretwochordsofacirclewithcentreO.MisonABandNisonCDsuchthat
OM⊥ABandON⊥CD.Also,AB=50mm,OM=40mmandON=20mm.Determinethe
radiusofthecircleandthelengthofCD.(C)
2. OisthecentreofthecirclebelowandxO2ˆ
1=.
2.1. Determine2
ˆOandMˆintermsofx.(R)
2.2. Determine1
ˆKand2
ˆKintermsofx.(R)
2.3. DetermineMKˆˆ
1+.Whatdoyounotice?(R)
2.4.Writedownyourobservationregardingthemeasuresof2
ˆKandMˆ.(R)

35CAPS
GRADE11:TERM3
No.of
weeks
3. OisthecentreofthecircleaboveandMPTisatangent.Also,
.
Determine,withreasons,yx,andz.(C)

2

y

3
z

O

B

T
M

A

P

x

4.Given:,and22
ˆˆBA=..
Provethat:
4.1 PALisatangenttocircleABC;(P)
4.2ABisatangenttocircleADP.(P)

GRADE11:TERM3
No.of
weeks
5.Intheaccompanyingfigure,twocirclesintersectatFandD.
BFTisatangenttothesmallercircleatF.StraightlineAFEisdrawnsuch
thatFD=FE.CDEisastraightlineandchordACandBFcutatK.
Provethat:
5.1 BT//CE(C)
5.2 BCEFisaparallelogram(P)
5.3 AC=BF(P)

37CAPS
GRADE11:TERM3
No.of
weeks
2Trigonometry
1. Proveandapplythesine,cosineandarea
rules.
2. Solveproblemsintwodimensionsusingthe
sine,cosineandarearules.
Comment:
• Theproofsofthesine,cosineandarearulesareexaminable.
Example:
InDisonBC,ADC=θ,DA=DC=r,bd=2r,AC=k,and
.
Showthat
.(P)
2
Finance,growth
anddecay
1. Usesimpleandcompounddecayformulae:
A=P(1-in)and
A=P(1-i)n
tosolveproblems(includingstraightline
depreciationanddepreciationonareducing
balance).
2. Theeffectofdifferentperiodsofcompound
growthanddecay,includingnominaland
effectiveinterestrates.
Examples:
1. ThevalueofapieceofequipmentdepreciatesfromR10000toR5000infouryears.
Whatistherateofdepreciationifcalculatedonthe:
1.1straightlinemethod;and(R)
1.2reducingbalance?(C)
2. Whichisthebetterinvestmentoverayearorlonger:10,5%p.a.compoundeddailyor
10,55%p.a.compoundedmonthly?(R)
3. R50000isinvestedinanaccountwhichoffers8%p.a.interestcompoundedquarterlyfor
thefirst18months.Theinterestthenchangesto6%p.a.compoundedmonthly.Twoyears
afterthemoneyisinvested,R10000iswithdrawn.Howmuchwillbeintheaccountafter
4years?(C)
Comment:
• Theuseofatimelinetosolveproblemsisausefultechnique.
• Stresstheimportanceofnotworkingwithroundedanswers,butofusingthemaximumaccuracy
affordedbythecalculatorrighttothefinalanswerwhenroundingmightbeappropriate.

GRADE11:TERM3
No.of
weeks
2Probability
1.Revisetheadditionruleformutually
exclusiveevents:
𝑃(𝐴 𝑜𝑟 𝐵)=𝑃𝐴+𝑃(𝐵),
thecomplementaryrule:
𝑃(𝑛𝑜𝑡 𝐴)=1−𝑃(𝐴) andtheidentity
P(AorB)=P(A)+P(B)-P(AandB)
2.Identifydependentandindependentevents
andtheproductruleforindependent
events:
𝑃(𝐴 𝑎𝑛𝑑 𝐵)=𝑃(𝐴)×𝑃(𝐵).
3.TheuseofVenndiagramstosolve
probabilityproblems,derivingand
applyingformulaeforanythree
eventsA,BandCinasamplespaceS.
4.Usetreediagramsfortheprobabilityof
consecutiveorsimultaneouseventswhich
arenotnecessarilyindependent.
Comment:
• VennDiagramsorContingencytablescanbeusedtostudydependentandindependent
events.
Examples:
1. P(A)=0,45,P(B)=0,3andP(AorB)=0,615.AretheeventsAandBmutuallyexclusive,
independentorneithermutuallyexclusivenorindependent? (R)
2. Whatistheprobabilityofthrowingatleastonesixinfourrollsofaregularsixsideddie?(C)
3. Inagroupof50learners,35takeMathematicsand30takeHistory,while12takeneither
ofthetwo.Ifalearnerischosenatrandomfromthisgroup,whatistheprobabilitythat
he/shetakesbothMathematicsandHistory?(C)
4. Astudywasdonetotesthoweffectivethreedifferentdrugs,A,BandCwereinrelieving
headaches.Overtheperiodcoveredbythestudy,80patientsweregiventheopportunity
tousealltwodrugs.Thefollowingresultswereobtained:fromatleastoneofthedrugs?(R)
40reportedrelieffromdrugA
35reportedrelieffromdrugB
40reportedrelieffromdrugC
21reportedrelieffrombothdrugsAandC
18reportedrelieffromdrugsBandC
68reportedrelieffromatleastoneofthedrugs
7reportedrelieffromallthreedrugs.
4.1RecordthisinformationinaVenndiagram.(C)
4.2Howmanysubjectsgotnorelieffromanyofthedrugs?(K)
4.3HowmanysubjectsgotrelieffromdrugsAandB,butnotC?(R)
4.4Whatistheprobabilitythatarandomlychosensubjectgotrelieffromatleastoneofthe
drugs?(R)

39CAPS
GRADE11:TERM4
No.of
weeks
3Statistics
1. Histograms
2. Frequencypolygons
3. Ogives(cumulativefrequencycurves)
4. Varianceandstandarddeviationof
ungroupeddata
5. Symmetricandskeweddata
6. Identificationofoutliers
Comments:
• Varianceandstandarddeviationmaybecalculatedusingcalculators.
• Problemsshouldcovertopicsrelatedtohealth,social,economic,cultural,politicaland
environmentalissues.
• Identificationofoutliersshouldbedoneinthecontextofascatterplotaswellastheboxand
whiskerdiagrams.
3Revision
3Examinations
Assessmentterm4:
1. Test(atleast50marks)
2. Examination(300marks)
Paper1:3hours(150marksmadeupasfollows:(25±3)onnumberpatterns,on(45±3)exponentsandsurds,equationsandinequalities,(45±3)onfunctions,(15±3)onfinance
growthanddecay,(20±3)onprobability).
Paper2:3hours(150marksmadeupasfollows:(50±3)ontrigonometry,(30±3)onAnalyticalGeometry,(50±3)onEuclideanGeometryandMeasurement,(20±3)onStatistics.

GRADE12:TERM1
No.of
Weeks
3
Patterns,
sequences,
series
1. Numberpatterns,includingarithmeticand
geometricsequencesandseries
2. Sigmanotation
3. Derivationandapplicationoftheformulae
forthesumofarithmeticandgeometric
series:
3.1;
;
3.2;and
3.3,
Comment:
Derivationoftheformulaeisexaminable.
Examples:
1.Writedownthefirstfivetermsofthesequencewithgeneralterm

.(K)
2.Calculate.(R)
3.Determinethe5th
termofthegeometricsequenceofwhichthe8th
termis6andthe12th
termis14.(C)
4.Determinethelargestvalueofnsuchthat
.(R)
5.Showthat19999,0
.
=.(P)
3Functions
1. Definitionofafunction.
2. Generalconceptoftheinverseofafunction
andhowthedomainofthefunctionmay
needtoberestricted(inordertoobtain
aone-to-onefunction)toensurethatthe
inverseisafunction.
3. Determineandsketchgraphsofthe
inversesofthefunctionsdefinedby

Focusonthefollowingcharacteristics:
domainandrange,interceptswiththeaxes,
turningpoints,minima,maxima,
asymptotes(horizontalandvertical),shape
andsymmetry,averagegradient(average
rateofchange),intervalsonwhichthe
functionincreases/decreases.
Examples:
1. Considerthefunctionfwhere.
1.1 Writedownthedomainandrangeoff.(K)
1.2 Showthatfisaone-to-onerelation.(R)
1.3 Determinetheinversefunction
.(R)
1.4Sketchthegraphsofthefunctionsf,
andxy=lineonthesamesetofaxes.
Whatdoyounotice?(R)
2. RepeatQuestion1forthefunction
and
.(C)
Caution:
1.Donotconfusetheinversefunction
withthereciprocal
)(
1
xf
.Forexample,
forthefunctionwherexxf=)(,thereciprocalis
x
1,whilefor
€
x≥0
.
2.Notethatthenotation
isusedonlyforone-to-onerelationandmustnotbe
usedforinversesofmany-to-onerelations,sinceinthesecasestheinversesarenotfunctions.

41CAPS
GRADE12:TERM1
No.of
Weeks
1
Functions:
exponentialand
logarithmic
1. Revisionoftheexponentialfunctionandthe
exponentiallawsandgraphofthefunction
definedbywhereand
2. Understandthedefinitionofalogarithm:
,
whereand.
3.Thegraphofthefunctiondefinexyblog=
forboththecases10band1b.
Comment:
Thefourlogarithmiclawsthatwillbeapplied,onlyinthecontextofreal-lifeproblems
relatedtofinance,growthanddecay,are:
;
;

;and
B
A
ABlog
log
log=.
Theyfollowfromthebasicexponentiallaws(term1ofgrade10).
• Manipulationinvolvingthelogarithmiclawswillnotbeexamined.
Caution:
1.Makesurelearnersknowthedifferencebetweenthetwofunctionsdefinedby
x
yb=and
b
yx=wherebisapositive(constant)realnumber.
2.Manipulationinvolvingthelogarithmiclawswillnotbeexamined.
Examples:
1.Solveforx:
(R)
2.Let
x
axf=)(,.0a
2.1Determineaifthegraphoffgoesthroughthepoint(R)
2.2Determinethefunction
.(R)
2.3Forwhichvaluesofxis
?(C)
2.4Determinethefunctionhifthegraphofhisthereflectionofthegraphoff
throughthey-axis.(C)
2.5Determinethefunctionkifthegraphofkisthereflectionofthegraphoff
throughthex-axis.(C)
2.6Determinethefunctionpifthegraphofpisobtainedbyshiftingthegraphoff
twounitstotheleft.(C)
2.7Writedownthedomainandrangeforeachofthefunctions

,kandp.(R)
2.8Representallthesefunctionsgraphically.(R)

GRADE12:TERM1
No.of
Weeks
2
Finance,
growthand
decay
1. Solveproblemsinvolvingpresentvalueand
futurevalueannuities.
2. Makeuseoflogarithmstocalculate
thevalueofn,thetimeperiod,inthe
equations
n
iPA)1(+=or.
3. Criticallyanalyseinvestmentandloan
optionsandmakeinformeddecisionsasto
bestoption(s)(includingpyramid).
Comment:
Derivationoftheformulaeforpresentandfuturevaluesusingthegeometricseries
formula,shouldbepartoftheteachingprocesstoensurethat
thelearnersunderstandwheretheformulaecomefrom.
Thetwoannuityformulae:
€
F=
x[(1+i)
n
−1]
i
andholdonlywhen
paymentcommencesoneperiodfromthepresentandendsafternperiods.
Comment:
Theuseofatimelinetoanalyseproblemsisausefultechnique.
Examples:
Giventhatapopulationincreasedfrom120000to214000in10years,atwhatannual
(compound)ratedidthepopulationgrow?(R)
1. Inordertobuyacar,JohntakesoutaloanofR25000fromthebank.Thebankcharges
anannualinterestrateof11%,compoundedmonthly.Theinstalmentsstartamonthafter
hehasreceivedthemoneyfromthebank.
1.1Calculatehismonthlyinstalmentsifhehastopaybacktheloanoveraperiodof5years.(R)
1.2Calculatetheoutstandingbalanceofhisloanaftertwoyears(immediatelyafterthe24th
instalment).(C)
2Trigonometry
Compoundangleidentities:

;
;
;
;
;and

.
2.Accepting,derivetheothercompoundangle
identities.(C)
3.Determinethegeneralsolutionof
0cos2sin=+xx.(R)
4.Provethat.(C)

43CAPS
GRADE12:TERM1
No.of
Weeks
AssessmentTerm1:
1.Investigationorproject.(atleast50marks)
Onlyoneinvestigationorprojectperyearisrequired.
• Exampleofaninvestigationwhichrevisesthesine,cosineandarearules:
Grade12Investigation:Polygonswith12Matches
• Howmanydifferenttrianglescanbemadewithaperimeterof12matches?
• Whichofthesetriangleshasthegreatestarea?
• Whatregularpolygonscanbemadeusingall12matches?
• Investigatetheareasofpolygonswithaperimeterof12matchesinanefforttoestablishthemaximumareathatcanbeenclosedbythematches.
Anyextensionsorgeneralisationsthatcanbemade,basedonthistask,willenhanceyourinvestigation.Butyouneedtostriveforquality,ratherthansimply
producingalargenumberoftrivialobservations.
Assessment:
Thefocusofthistaskisonmathematicalprocesses.Someoftheseprocessesare:specialising,classifying,comparing,inferring,estimating,generalising,making
conjectures,validating,provingandcommunicatingmathematicalideas.
2.AssignmentorTest.(atleast50marks)
3.Test.(atleast50marks)

GRADE12:TERM2
No.of
Weeks
2
Trigonometry
continued
1. Solveproblemsintwoandthree
dimensions.
Examples:
a
150°y
x
P
Q
R
T
1.
isatower.Itsfoot,P,andthepointsQandRareonthesamehorizontalplane.
FromQtheangleofelevationtothetopofthebuildingisx.Furthermore,,

yandthedistancebetweenPandRisametres.Provethat

(C)
2.In,
.Provethat:
2.1 BcCbacoscos+=where
and
.(R)
2.2 (onconditionthat
).
(P)
2.3
(onconditionthat
).
(P)
2.4 CbaBacAcbcbacos)(cos)(cos)(+++++=++.
(P)
1
Functions:
polynomials
Factorisethird-degreepolynomials.Apply
theRemainderandFactorTheoremsto
polynomialsofdegreeatmost3(noproofs
required).
Anymethodmaybeusedtofactorisethirddegreepolynomialsbutitshouldincludeexamples
whichrequiretheFactorTheorem.
Examples:
1.Solvefor:x
(R)
2.If
isdividedby,theremainderis

.
Determinethevalueofp.(P)

45CAPS
GRADE12:TERM2
No.of
Weeks
3Differential
Calculus
1. Anintuitiveunderstandingofthelimit
concept,inthecontextofapproximating
therateofchangeorgradientofafunction
atapoint.
2. Uselimitstodefinethederivative
ofafunctionfatanyx:
.
Generalisetofindthederivativeoffat
anypointxinthedomainoff,i.e.,define
thederivativefunction)('xfofthefunction
)(xf.Understandintuitivelythat)('afis
thegradientofthetangenttothegraphof
fatthepointwithx-coordinatea.
3. Usingthedefinition(firstprinciple),findthe
derivative,)('xffora,bandcconstants:
3.1
3.2 ;
3.3
x
axf=)(;and
3.3 cxf=)(.
Comment:
Differentiationfromfirstprincipleswillbeexaminedonanyofthetypes
describedin3.1,3.2and3.3.
Examples:
1. Ineachofthefollowingcases,findthederivativeof)(xfatthepointwhere,using
thedefinitionofthederivative:
1.1 2)(2
+=xxf(R)
1.2
(R)
1.3
(R)
1.4

(C)
Caution:
Careshouldbetakennottoapplythesumrulefordifferentiation4.1inasimilarwaytoproducts.
• Determine.
• Determine.
• Writedownyourobservation.
2.Usedifferentiationrulestodothefollowing:
2.1 Determine)('
xfif
(R)
2.2 Determine)('
xfif
x
x
xf
3
)2(
)(
+
=(C)
(P)

GRADE12:TERM2
No.of
Weeks
4. Usetheformula
(for
anyrealnumbern)togetherwiththerules
4.1
and
4.2(kaconstant)
5. Findequationsoftangentstographsof
functions.
6. Introducethesecondderivative
of)(xfandhowit
determinestheconcavityofafunction.
7. Sketchgraphsofcubicpolynomialfunctions
usingdifferentiationtodeterminetheco-
ordinateofstationarypoints,andpoints
ofinflection(whereconcavitychanges).
Also,determinethex-interceptsofthe
graphusingthefactortheoremandother
techniques.
8. Solvepracticalproblemsconcerning
optimisationandrateofchange,including
calculusofmotion.
2.3 Determineif
(R)
2.4 Determineif(C)
3. Determinetheequationofthetangenttothegraphdefinedby)2()12(2
++=xxy
where
4
3=x.(C)
4. Sketchthegraphdefinedbyby:
4.1 findingtheinterceptswiththeaxes;(C)
4.2 findingmaxima,minimaandtheco-ordinateofthepointofinflection;(R)
4.3 lookingatthebehaviourofyas
andas
.(P)
(Remember:Tounderstandpointsofinflection,anunderstandingofconcavityisnecessary.
Thisiswherethesecondderivativeplaysarole.)
5. Theradiusofthebaseofacircularcylindricalcanisxcm,anditsvolumeis430cm3
.
5.1 Determinetheheightofthecanintermsofx.(R)
5.2 Determinetheareaofthematerialneededtomanufacturethecan(thatis,determine
thetotalsurfaceareaofthecan)intermsofx.(C)
5.3 Determinethevalueofxforwhichtheleastamountofmaterialisneededto
manufacturesuchacan.(C)
5.4 IfthecostofthematerialisR500perm2
,whatisthecostofthecheapestcan
(labourexcluded)?(P)

47CAPS
GRADE12:TERM2
No.of
Weeks
2Analytical
Geometry
1. Theequationdefines
acirclewithradiusrandcentre);(ba.
2. Determinationoftheequationofatangent
toagivencircle.
Examples:
1. Determinetheequationofthecirclewithcentre
andradius6(K)
2. Determinetheequationofthecirclewhichhasthelinesegmentwithendpoints)3;5(
and
asdiameter.(R)
3. Determinetheequationofacirclewitharadiusof6units,whichintersectsthex-axisat

andthey-axisat)3;0(.Howmanysuchcirclesarethere?(P)
4. Determinetheequationofthetangentthattouchesthecircledefinedby

atthepoint.(C)
5. Thelinewiththeequation2+=xyintersectsthecircledefinedbyatAandB.
5.1 Determinetheco-ordinatesofAandB.(R)
5.2 Determinethelengthofchord.(K)
5.3 Determinetheco-ordinatesof,Mthemidpointof.(K)
5.4 Showthat,whereOistheorigin.(C)
5.5Determinetheequationsofthetangentstothecircleatthepoints
AandB.(C)
5.6Determinetheco-ordinatesofthepointCwherethetwotangentsin5.5intersect.(C)
5.7 Verifythat.(R)
5.8 Determinetheequationsofthetwotangentstothecircle,bothparalleltotheline
withtheequation
.(P)
3
Mid-Year
Examinations
Assessmentterm2:
1.Assignment(atleast50marks)
2.Examination(300marks)

GRADE12TERM3
No.of
Weeks
2
Euclidean
Geometry
1.Reviseearlierworkonthenecessaryand
sufficientconditionsforpolygonstobe
similar.
2.Prove(acceptingresultsestablishedin
earliergrades):
• thatalinedrawnparalleltooneside
ofatriangledividestheothertwo
sidesproportionally(andtheMid-point
Theoremasaspecialcaseofthis
theorem);
• thatequiangulartrianglesaresimilar;
• thattriangleswithsidesinproportionare
similar;and
• thePythagoreanTheorembysimilar
triangles.
Example:
ConsiderarighttriangleABCwith.Letand.
LetDbeonsuchthat.Determinethelengthof
intermsofaandc.(P)
1
Statistics
(regressionand
correlation)
1.Revisesymmetricandskeweddata.
2. Usestatisticalsummaries,scatterplots,
regression(inparticulartheleastsquares
regressionline)andcorrelationtoanalyse
andmakemeaningfulcommentsonthe
contextassociatedwithgivenbivariate
data,includinginterpolation,extrapolation
anddiscussionsonskewness.
Example:
Thefollowingtablesummarisesthenumberofrevolutionsx(perminute)andthecorresponding
poweroutputy(horsepower)ofaDieselengine:
x400500600700750
y5801030142018802100
1.Findtheleastsquaresregressionline
(K)
2.Usethislinetoestimatethepoweroutputwhentheenginerunsat800m.(R)
3.Roughlyhowfastistheenginerunningwhenithasanoutputof1200horsepower?(R)

49CAPS
GRADE12TERM3
No.of
Weeks
2
Countingand
probability
1.Revise:
• dependentandindependentevents;
• theproductruleforindependentevents:
P(AandB)=P(A)×P(B).
• thesumruleformutuallyexclusive
eventsAandB:
AP(or)()()BPAPB+=
• theidentity:
AP(or
and)B
• thecomplementaryrule:
(Pnot
2.probabilityproblemsusingVenndiagrams,
trees,two-waycontingencytablesand
othertechniques(likethefundamental
countingprinciple)tosolveprobability
problems(whereeventsarenotnecessarily
independent).
3.Applythefundamentalcountingprincipleto
solveprobabilityproblems.
Examples:
1.Howmanythree-charactercodescanbeformedifthefirstcharactermustbealetterand
thesecondtwocharactersmustbedigits?(K)
2.WhatistheprobabilitythatarandomarrangementofthelettersBAFANAstartsandends
withan‘A’?(R)
3.Adrawercontainstwentyenvelopes.Eightoftheenvelopeseachcontainfiveblueand
threeredsheetsofpaper.Theothertwelveenvelopeseachcontainsixblueandtwored
sheetsofpaper.Oneenvelopeischosenatrandom.Asheetofpaperischosenatrandom
fromit.Whatistheprobabilitythatthissheetofpaperisred?(C)
4.Assumingthatitisequallylikelytobeborninanyofthe12monthsoftheyear,whatisthe
probabilitythatinagroupofsix,atleasttwopeoplehavebirthdaysinthesamemonth?(P)
3
Examinations/
Revision
AssessmentTerm3:
1.Test(atleast50marks)
2.Preliminaryexaminations(300marks)
Important:
Takenotethatatleastoneoftheexaminationsinterms2and3mustconsistoftwothree-hourpaperswiththesameorverysimilarstructuretothefinalNSCpapers.Theother
examinationcanbereplacedbytestsonrelevantsections.

GRADE12:TERM4
Noof
Weeks
TopicCurriculumstatement
Clarification
3Revision
6Examinations
AssessmentTerm4:
Finalexamination:
Paper1:150marks:3hoursPaper2:150marks:3hours
Patternsandsequences(25±3)EuclideanGeometryandMeasurement(50±3)
Finance,growthanddecay(15±3)AnalyticalGeometry(40±3)
Functionsandgraphs(35±3)Statisticsandregression(20±3)
Algebraandequations(25±3)Trigonometry(40±3)
Calculus(35±3)
Probability(15±3)

51CAPS
sECTION 4
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 assist
in the learner’s development 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.
Although assessment guidelines are included in the Annual Teaching Plan at the end of each term, the following
general principles apply:
1. Tests and examinations are assessed using a marking memorandum.
2. Assignments are generally extended pieces of work completed at home. They can be collections of past
examination questions, but should focus on the more demanding aspects as any resource material can be
used, which is not the case when a task is done in class under strict supervision.
3. At most one project or assignment should be set in a year. The assessment criteria need to be clearly indicated
on the project specification. The focus should be on the mathematics involved and not on duplicated pictures
and regurgitation of facts from reference material. The collection and display of real data, followed by deductions
that can be substantiated from the data, constitute good projects.
4. Investigations are set to develop the skills of systematic investigation into special cases with a view to observing
general trends, making conjecures and proving them. To avoid having to assess work which is copied without
understanding, it is recommended that while the initial investigation can be done at home, the final write up
should be done in class, under supervision, without access to any notes. Investigations are marked using
rubrics which can be specific to the task, or generic, listing the number of marks awarded for each skill:
• 40% for communicating individual ideas and discoveries, assuming the reader has not come across the text
before. The appropriate use of diagrams and tables will enhance the investigation.
• 35% for the effective consideration of special cases;
• 20% for generalising, making conjectures and proving or disproving these conjectures; and
• 5% for presentation: neatness and visual impact.
4.2 Informal or Daily Assessment
the aim of assessment for learning is to collect continually information on a learner’s achievement that can be used
to improve individual] learning.
Informal assessment involves daily monitoring of a learner’s progress. This can be done through observations,
discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Although
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, it need not be recorded. This should not be seen as separate from learning activities taking
place in the classroom. Learners or teachers can evaluate these tasks.
Self assessment and peer assessment actively involve learners in assessment. Both are important as these allow
learners to learn from and reflect on their own performance. Results of the informal daily assessment activities 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/or 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 progress and certification
purposes. All Formal Assessment tasks are subject to moderation for the purpose of quality assurance.
Formal assessments provide teachers with a systematic way of evaluating how well learners are progressing in a
grade and/or in a particular subject. Examples of formal assessments include tests, examinations, practical tasks,
projects, oral presentations, demonstrations, performances, etc. Formal assessment tasks form part of a year-long
formal Programme of Assessment in each grade and subject.Formal assessments in Mathematics include tests, a
June examination, a trial examination(for Grade 12), a project or an investigation.
The forms of assessment used should be age- and developmental- level appropriate. The design of these tasks
should cover the content of the subject and include a variety of activities designed to achieve the objectives of the
subject.
Formal assessments need to accommodate a range of cognitive levels and abilities of learners as shown below:

53CAPS
4.4 ProgrammeofAssessment
ThefourcognitivelevelsusedtoguideallassessmenttasksarebasedonthosesuggestedintheTIMSSstudyof1999.Descriptorsforeach
levelandtheapproximatepercentagesoftasks,testsandexaminationswhichshouldbeateachlevelaregivenbelow:
CognitivelevelsDescriptionofskillstobedemonstratedExamples
Knowledge
20%
• Straightrecall
• Identificationofcorrectformulaontheinformationsheet(nochanging
ofthesubject)
Useofmathematicalfacts
• Appropriateuseofmathematicalvocabulary
1.Writedownthedomainofthefunction

(Grade10)
2.TheangleÂOBsubtendedbyarcABatthecentreOofacircle
.......
RoutineProcedures
35%
• Estimationandappropriateroundingofnumbers
• Proofsofprescribedtheoremsandderivationofformulae
• Identificationanddirectuseofcorrectformulaontheinformation
sheet(nochangingofthesubject)
• Performwellknownprocedures
• Simpleapplicationsandcalculationswhichmightinvolvefewsteps
• Derivationfromgiveninformationmaybeinvolved
• Identificationanduse(afterchangingthesubject)ofcorrectformula
• Generallysimilartothoseencounteredinclass
1.Solvefor
(Grade10)
2.Determinethegeneralsolutionoftheequation

(Grade11)
2. ProvethattheangleÂOBsubtendedbyarcABatthecentreO
ofacircleisdoublethesizeoftheangleÂCBwhichthesamearc
subtendsatthecircle.(Grade11)
ComplexProcedures
30%
• Problemsinvolvecomplexcalculationsand/orhigherorderreasoning
• Thereisoftennotanobviousroutetothesolution
• Problemsneednotbebasedonarealworldcontext
• Couldinvolvemakingsignificantconnectionsbetweendifferent
representations
• Requireconceptualunderstanding
1.Whatistheaveragespeedcoveredonaroundtriptoandfrom
adestinationiftheaveragespeedgoingtothedestinationis
andtheaveragespeedforthereturnjourneyis
(Grade11)
2.Differentiate
x
x2
)2(+
withrespecttox.(Grade12)
ProblemSolving
15%
• Non-routineproblems(whicharenotnecessarilydifficult)
• Higherorderreasoningandprocessesareinvolved
• Mightrequiretheabilitytobreaktheproblemdownintoitsconstituent
parts
Supposeapieceofwirecouldbetiedtightlyaroundtheearthatthe
equator.Imaginethatthiswireisthenlengthenedbyexactlyonemetre
andheldsothatitisstillaroundtheearthattheequator.Wouldamouse
beabletocrawlbetweenthewireandtheearth?Whyorwhynot?
(Anygrade)
TheProgrammeofAssessmentisdesignedtosetformalassessmenttasksinallsubjectsinaschoolthroughouttheyear.

a) NumberofAssessmentTasksandWeighting:
Learnersareexpectedtohaveseven(7)formalassessmenttasksfortheirschool-basedassessment.Thenumberoftasksandtheirweightingarelistedbelow:
GRADE10GRADE11GRADE12
TASKSWEIGHT(%)TASKSWEIGHT(%)TASKSWEIGHT(%)
School-basedAssessment
Term1
Project/Investigation
Test
20
10
Test
20
10
Test
Assignment
10
20
10
Term2
Assignment/Test
Mid-YearExamination
10
30
Assignment/Test
Mid-YearExamination
10
30
Test
Mid-YearExamination
10
15
Term3
Test
Test
10
10
Test
Test
10
10
Test
TrialExamination
10
25
Term4Test10Test10
School-based
Assessmentmark
100100100
School-based
Assessment
mark(as%of
promotionmark)
25%25%25%
End-of-year
examinations
75%75%
Promotionmark100%100%
Note:
• Althoughtheproject/investigationisindicatedinthefirstterm,itcouldbescheduledinterm2.OnlyONEproject/investigationshouldbesetperyear.
• TestsshouldbeatleastONEhourlongandcountatleast50marks.
• Projectorinvestigationmustcontribute25%ofterm1markswhilethetestmarkscontribute75%oftheterm1marks.
Thecombination(25%and75%)ofthemarksmustappearinthelearner’sreport.
• Nonegraphicandnoneprogrammablecalculatorsareallowed(forexample,tofactorise
,ortofindrootsofequations)willbeallowed.Calculatorsshouldonly
beusedtoperformstandardnumericalcomputationsandtoverifycalculationsbyhand.
• FormulasheetmustnotbeprovidedfortestsandforfinalexaminationsinGrades10and11.

55CAPS
b) Examinations:
In Grades 10, 11 and 12, 25% of the final promotion mark is a year mark and 75% is an examination mark.
All assessments in Grade 10 and 11 are internal while in Grade 12 the 25% year mark assessment is internally set
and marked but externally moderated and the 75% examination is externally set, marked and moderated.
Mark distribution for Mathematics NCS end-of-year papers: Grades 10-12
PAPER 1: Grades 12: bookwork: maximum 6 marks
Description Grade 10 Grade 11 Grade. 12
Algebra and equations (and inequalities) 30 ± 3 45 ± 3 25 ± 3
Patterns and sequences 15 ± 3 25 ± 3 25 ± 3
Finance and growth 10 ± 3
Finance, growth and decay 15 ± 3 15 ± 3
Functions and graphs 30 ± 3 45 ± 3 35 ± 3
Differential Calculus 35 ± 3
Probability 15 ± 3 20 ± 3 15 ± 3
TOTAL 100 150 150
PAPER 2: Grades 11 and 12: theorems and/or trigonometric proofs: maximum 12 marks
Description Grade 10 Grade 11 Grade 12
Statistics 15 ± 3 20 ± 3 20 ± 3
Analytical Geometry 15 ± 3 30 ± 3 40 ± 3
Trigonometry 40 ± 3 50 ± 3 40 ± 3
Euclidean Geometry and Measurement 30 ± 3 50 ± 3 50 ± 3
TOTAL 100 150 150
Note:
• Modelling as a process should be included in all papers, thus contextual questions can be set on any topic.
• Questions will not necessarily be compartmentalised in sections, as this table indicates. Various topics can be integrated
in the same question.
• Formula sheet must not be provided for tests and for final examinations in Grades 10 and 11.
4.5 Recording and reporting
• Recording is a process in which the teacher is able to document the level of a learner’s 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 learner’s 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 monitor 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.

-- These include report cards, parents’ meetings, school visitation days, parent-teacher conferences,
phone calls, letters, class or school newsletters, etc.
-- Teachers in all grades report percentages for the subject. Seven levels of competence have been
described for each subject listed for Grades R-12. The individual achievement levels and their
corresponding percentage bands are shown in the Table below.
CODES AND PERCENTAGES FOR RECORDING AND REPORTING
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
Note: The seven-point scale should have clear descriptors that give detailed information for each level.
Teachers will record actual marks for the task on a record sheet; and indicate percentages for each subject
on the learners’ report cards.
4.6 Moderation of Assessment
Moderation refers to the process that 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 to ensure quality assurance for all subject assessments.
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 The policy document, National Protocol for Assessment Grades R – 12.

Fet mathematics gr 10-12 _ web#1133

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