MATHEMATICS EXAMINATION GUIDELINES GRADE 10
MATHEMATICS EXAMINATION GUIDELINES
GRADE 10 2015
These guidelines consist of 11 pages.
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CONTENTS
CHAPTER 1:
Introduction
CHAPTER 2:
Assessment in Grade 10
2.1 Format of question papers for Grade 10
2.2 Weighting of cognitive levels
CHAPTER 3:
Elaboration of Content for Grade 10 (CAPS)
CHAPTER 4:
Acceptable reasons: Euclidean Geometry
CHAPTER 5:
Guidelines for marking
CHAPTER 6:
Conclusion
.
DBE/2015
Page
3
4 5 6 9 11 11
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1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Mathematics outlines the nature and purpose of the subject Mathematics. This guides the philosophy underlying the teaching and assessment of the subject in Grade 10.
The purpose of these Examination Guidelines is to:
? Provide clarity on the depth and scope of the content to be assessed in the Grade 10 common/national examination in Mathematics.
? Assist teachers to adequately prepare learners for the examinations.
This document deals with the final Grade 10 examinations. It does not deal in any depth with the School-Based Assessment (SBA).
These Examination Guidelines should be read in conjunction with:
? The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Mathematics
? The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R?12)
? The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R?12
Included in this document is a list of Euclidean Geometry reasons which should be used as a guideline when teaching learners Euclidean Geometry.
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2. ASSESSMENT IN GRADE 10
All candidates will write two external papers, as prescribed.
2.1 Format of question papers for Grade 10
Paper 1 2
Topics
Patterns and Sequences Finance and Growth Functions and Graphs Algebra, Equations and Inequalities Probability Euclidean Geometry and Measurement Analytical Geometry Statistics Trigonometry
Duration 2 hours 2 hours
Total 100 100
Date October/November October/November
Marking Internally Internally
Questions in both Papers 1 and 2 will assess performance at different cognitive levels with an emphasis on process skills, critical thinking, scientific reasoning and strategies to investigate and solve problems in a variety of contexts.
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2.2 Weighting of cognitive levels
Papers 1 and 2 will include questions across four cognitive levels. The distribution of cognitive levels in the papers is given below.
Cognitive level
Description of skills to be demonstrated
Weighting
? Recall
? Use of the correct formula (no changing of the
subject)
Knowledge
? Use of mathematical facts ? Appropriate use of mathematical vocabulary
20%
? Algorithms
? Estimation and appropriate rounding of
numbers
? Proofs of prescribed theorems and derivation
of formulae
? Perform well-known procedures
? Simple applications and calculations which
Routine Procedures
might involve few steps ? Derivation from given information may be
35%
involved
? Identification and use (after changing the
subject) of correct formula
? Generally similar to those encountered in class
? Problems involve complex calculations and/or
higher-order reasoning
? There is often not an obvious route to the
solution
Complex Procedures
? Problems need not be based on a real-world context
? Could involve making significant connections
30%
between different representations
? Require conceptual understanding
? Learners are expected to solve problems by
integrating different topics.
? Non-routine problems (which are not
necessarily difficult)
? Problems are mainly unfamiliar
? Higher-order reasoning and processes are
Problem Solving
?
involved Might require the ability to break the problem
15%
down into its constituent parts
? Interpreting and extrapolating from solutions
obtained by solving problems based in
unfamiliar contexts.
Approximate number of marks in a 100-mark paper 20 marks
35 marks
30 marks
15 marks
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