Mathematical Literacy
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Reg. No.: 2011/011959/07
Facilitator’s Guide
Grade 10
Lesson elements
ACTIVITY
Formative assessment to test learners’ progress and knowledge at the end of each lesson.
Sample
Preface
Recommended books
Any additional book may be used with this study guide. It is always a good idea to refer to other textbooks to develop a broader perspective on the subject.
• The Answer Series: Grade 10 Mathematical Literacy 3 in 1
• Mathematical Literacy for the Classroom Grade 10 Learner’s Book
Assessment requirements
Note that there are constant references to TL1, TL2, TL3 and TL4 throughout this facilitator guide. These are the thinking levels required to answer the specific question asked.
The thinking levels represent the following skills
• Thinking level 1
Knowing
• Thinking level 2
Applying routine procedures in familiar contexts
• Thinking level 3
Applying multi-step procedures in a variety of contexts
• Thinking level 4
Reasoning and reflecting
When tasks, investigations and especially tests and examinations are set, the guidelines below are used to allocate a number of marks to a specific thinking level.
The assessment programme
Refer to Impaq’s online platform for assessment tasks, examinations and the assessment plan.
Numbers and calculations Term 1 January – March 2 Patterns, relationships and representations 3 Measurement: Conversions and time
Finance: Financial documents and tariff systems Term 2
– June 5 Measurement: Distance/length, weight (mass), volume and temperature
8 Finance: Income, expenditure, profit/loss, incomeand-expenditure statements, and budgets
–
– November
Topics
Suggested time to spend on each unit (according to CAPS)
Contexts focusing on Numbers and calculations
Contexts focusing on Patterns, relationships and representations
Contexts focusing on Measurement (conversions and time)
2
Contexts focusing on Finance (financial documents and tariff systems)
Contexts focusing on Measurement (distance/length, weight (mass), volume and temperature)
Topics
Topics
Contexts focusing on Maps, plans and other representations of the physical world (scale and mapwork)
Contexts focusing on Probability
Revision
3
Contexts focusing on Finance (income, expenditure, profit/loss, incomeand-expenditure statements, and budgets)
Contexts focusing on Measurement (perimeter, area and volume)
Contexts focusing on Maps, plans and other representations of the physical world (models and plans)
Topics
Contexts focusing on Finance (interest, banking and taxation)
Contexts focusing on Data handling
Revision
Time allocation per topic serves as a guideline only and it can be adjusted to learners’ own pace. Bear in mind that learners must first complete the relevant lessons before being allowed to take a test or the relevant examination.
Learners need to spend 4,5 hours per week on Mathematical Literacy. Take note that this time allocation per week excludes all activities, assessments and examinations; it gives an indication only of the time that must be spent on theoretical aspects. If learners tend to work more slowly, the necessary adjustments must be made to ensure that they still master all the work in time.
Proposed instructional time per week:
UNIT 1: NUMBERS AND CALCULATIONS
Lesson 1: Number formats and conventions
1 1. Two million three hundred and fourteen thousand four hundred fifty-six comma seven eight
3.1
Lesson 3: Operations using numbers and calculator skills
3
Lesson 4: BODMAS rule (order of operations)
3. (3 × 6) + 5 × 7 – 10 = 18 + 35 – 10 = 43
Lesson 5: Multiplication and division by 10, 100 and 1 000
Activity 5
1. 19,57 × 10
Lesson 6: Fractions Activity 6 1.
Lesson 7: Estimation of anticipated solutions to calculations
Activity 7
1. 38 + 16 + 59
≈ 40 + 20 + 60
≈ 120
Real solution: 113
2. 978 + 2 382
≈ 980 + 2 380
≈ 3 360
Real solution: 3 360
3. 234 – 156
≈ 230 – 160 ≈ 70
Real solution: 78
4. 32 + 18 + 43 – 23
≈ 30 + 20 + 40 – 20
≈ 70
Real solution: 70
5. 2,09 + 4,32 + 6,62
≈ 3 + 4 + 7
≈ 14,0
Real solution: 13,03
Activity 8
1. 16 × 17
Sample
= 17 × (10 + 6)
= (17 × 10) + (17 × 6) = 170 + 102 = 272
2. 40 × 42
= 40 × (40 + 2)
= (40 × 40) + (40 × 2) = 1 600 + 80 = 1 680
2
3. 32 × 84 = 32 × (80 + 4) = (32 × 80) + (32 × 4) = 2 560 + 128 = 2 688
4. 15 × 28 = 15 × (20 + 8) = (15 × 20) + (15 × 8) = 300 + 120 = 420
5. 125 × 13 × 8 = (125 × 8) × 13 = 1 000 × 13 = 13 000
Lesson 8: Rounding
2.
Lesson 9: Percentages Activity 10
7. R22 995,00 × 15% = R3 449,25
R22 995,00 – R3 449,25 = R19 545,75
Alternative:
R22 995,00 × 0,85 = R19 545,75
8. Current Previous Previous × 100
9. 100 – 12 = 88%
Initial price × 88% = R5 679,00
Initial price = R5 679,00 ÷ 88%
Initial price = R6 453,41
The bicycle initially cost R6 453,40. (Remember that we round off to the nearest 5c because we are working with money.)
10. 100 + 4 = 104%
Initial price × 104% = R23,99
Initial price = R23,99 ÷ 104%
Initial price = R23,07
The chocolates initially cost R23,05.
Lesson 10: Ratios
3
4. Men : Women ? : 40 Women: 2 5 × Number of people = 40 Number
11: Rate
Proportion
1.
c) Direct proportion As the weeks increase, so the savings also increase.
• Comprehensive explanations of mathematical concepts in plain language.
• Practical, everyday examples.
• Activities that test learners’ knowledge application and reasoning.
• The facilitator’s guide contains step-by-step calculations and answers.
• Includes a formula sheet and an alphabetical list of mathematical terms for easy reference.
• Use in school or at home.
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